Diploma Seminar 340-AS1-3SEMD3

Seminarium przeznaczone jest dla studentów zainteresowanych badaniami językoznawczymi, którzy chcieliby napisać pracę licencjacką z językoznawstwa angielskiego. Oczekuje się, że studenci będą pracować nad wybranym przez siebie tematem (zatwierdzonym przez promotora) lub tematem zaproponowanym przez promotora i związanym z badaniem pola semantycznego (wybranego leksemu) jego składników wyrazowych oraz pól wyrazowych i ich wewnętrznych organizacji, tj. relacji znaczeniowych poziomych (hiperonim, hiponim) i pionowych (synonimia, antonimia).Celem seminarium jest przygotowanie studenta do samodzielnego sformułowania problemu badawczego i planu pracy, zdobycia umiejętności studiowania literatury i jej krytycznej analizy, zebrania niezbędnych danych ich interpretowania, formułowania wniosków oraz napisania na tej podstawie pracy licencjackiej. Kurs obejmuje: prezentację formalnych zasad i wymogów dotyczących pisania pracy dyplomowej, dyskusje o zagadnieniach związanych z badaną dziedziną oraz systematyczne spotkania z Promotorem w celu omawiania i poprawiania poszczególnych fragmentów pracy.
Study profile - General academic
Mode of study - Full-time
Type of course - Compulsory
Field and discipline - English Philology, Linguistics
Year of study/semester - IIIrd year, semesters V and VI
Admission requirements - Successful completion of the second year of studies
Number of teaching hours: 2x30h=60h lessons
Teaching methods - Lecture, discussion, progress report and results of students' work (e.g. bibliography, research material, conclusions). Final editing and submission of the dissertation is required for graduation.
ECTS credits 21
Balance of the student's workload, number of hours Participation in seminar classes and additional consultations within the framework of the student's duty 2x30h+ 25h = 85; preparation of a paper - 35h; library research - 50h; independent repetition of the material from the subjects of the chosen specialisation - 60h; collection and processing of the research material - 120h; writing the thesis - 120h; e-mail contact with the teacher - 20h; editing the thesis, corrections, revisions, etc. - 50h. - 50h. Total: 540 (equivalent to 21 ECTS points)
Quantitative indicators: Student workload related to activities requiring direct participation of the teacher - 105h (4.5 ECTS points); Student workload related to participation in the seminar (paper) and preparation of the thesis - practical activities - 435h (16.5 ECTS points).

The seminar is intended for students engaged in linguistic research who are preparing to write an undergraduate thesis in English linguistics. Students are expected to work on a topic of their choice, approved by their supervisor, or a topic proposed by their supervisor and related to the study of the semantic field of a selected lexeme. This may include the study of the word components and word fields and their internal organisation, including horizontal (hyperonym, hyponym) and vertical (synonymy, antonymy) meaning relations. 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 aim of the seminar is to deepen students' knowledge and skills in the broadly understood issues of applied linguistics, with particular emphasis on contemporary concepts of language education. Students acquire detailed knowledge on writing a bachelor's thesis, learn to formulate a research topic, compose a bibliography based on sophisticated theoretical works and literature on the subject, and improve techniques and strategies for presenting a selected thesis. Participants of the seminar on applied linguistics in their bachelor's theses will address issues related to aspects of teaching and learning English and intercultural education. The condition for passing the first semester is regular and active participation in the seminar, preparation of an oral presentation containing a description of issues related to the diploma thesis and preparation of a written paper that is a fragment of the diploma thesis together with the use of at least 6 bibliographic items. The condition for passing the second semester and the entire subject is preparation of a diploma thesis.

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Dictionaries:
Cambridge Advanced Learner’s Dictionary, 9th ed., Cambridge 2013.
Longman Dictionary of Contemporary English, 4th ed., Harlow 2011.
Oxford Advanced Learner’s Dictionary, 9th ed., Oxford 2015.
Collins English Thesaurus-Online, https://www.collinsdictionary.com.
Dictionary-Online, httpLiterature:
Bough, AC & Cable, T 2002, A history of the English Language, 5th edn, Routledge.
Brinton, L 2000, The structure of modern English: a linguistic introduction. Edition illustrated, Amsterdam.
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.
Dictionaries:
Bussmann, H 1996, Routledge Dictionary of Language and Linguistics, London.
Cambridge Advanced Learner’s Dictionary, 2013 9th edn, Cambridge.
Collins English Thesaurus-Online, https://www.collinsdictionary.com.
Dictionary-Online, https://www. dictionary.com.
https://www.thefreedictionary.com
https://www.vocabulary.com
https://www.yourdictionary.com/
Longman Dictionary of Contemporary English, 2011, 4th edn, Harlow.
Macmillan English Dictionary-Online, https://www.macmillandictionary.com.
Oxford Advanced Learner’s Dictionary, 2015, 9th edn, Oxford.
Thesaurus-Online, https://www.thesaurus.com.
s://www. dictionary.com.
Macmillan English Dictionary-Online, https://www.macmillandictionary.com.
Thesaurus-Online, https://www.thesaurus.com.
https://www.thefreedictionary.com
https://www.vocabulary.com
https://www.yourdictionary.com/
Literature:
Bough, A., Cable T., A History of the English Language, 5th ed., London 2002.
Brinton, L., The structure of modern English: a linguistic introduction. Edition illustrated, Amsterdam 2000.
Bussmann, H. Routledge Dictionary of Language and Linguistics, London 1996.
Crystal, D., The English Language, Harmondsworth 1995.
Cybuch, M., The fundamental considerations in the concept of meaning and meaning relations, [w:] Language and Culture: Establishing Foundations for Anthropological Linguistics [pod red.] S. Griniewicza, Białystok 2004, s.249.
Fromkin, V., Rodman, R., Hyams N., An introduction to language, 9th ed, Wadsworth, 2003.
Griniewicz, S., Dubieniec, E., Introduction to linguistics. Białystok 2001.
Lyons, J., Semantics. (1 vol.), Cambridge 1977.
Ottenheimer, H., The Anthropology of language: An introduction to linguistic anthropology, Belmont 2006.
Yule, G., The Study of Language, Cambridge 2006.
Yule, G., The Study of Language: An Introduction, Cambridge 2010.

Brown, J. D., & Coombe, C. A. (2015). The Cambridge guide to research in language teaching and learning.
Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
King, K. A., Lai, Y.-J., & May, S. (2017). Research methods in language and education. Springer International Publishing AG.
Larsen-Freeman, D. (2001). Techniques and Principles in Language Teaching, Oxford University Press.
Scrivener, J. (2011). Learning Teaching: The essential guide to English language teaching. MacMillan Education.

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BA theses presented at the end of the seminar (in June) will not be accepted.

BA theses presented at the end of the seminar (in June) will not be accepted.