syllabus of english language and literature course

*Check page 6 - Bologna Declaration in Bosnia and Herzegovina

Used until 2012*

Syllabus List of exams, short explanations

and materials used during the

course

Faculty of Philology UNIVERSITY OF BANJA LUKA

Table of Contents Foreword ................................................................................................................................. 2

Introduction: Studying at the Faculty of Philology ................................................................... 3

History ................................................................................................................................. 3

Exams ................................................................................................................................. 3

Types of exams ............................................................................................................... 3

Description of exams ....................................................................................................... 4

Exam periods ................................................................................................................... 4

Grading ............................................................................................................................ 4

Accessing the exam ......................................................................................................... 5

The Bologna Declaration in Bosnia and Herzegovina ......................................................... 5

Year One ................................................................................................................................. 7

English Language I Morphology ....................................................................................... 7

English Phonetics ................................................................................................................ 9

Introduction to General Linguistics .................................................................................... 10

English Literature I ............................................................................................................ 10

Serbian Language I ........................................................................................................... 12

Philosophy ......................................................................................................................... 13

Year Two ............................................................................................................................... 15

English Language II Morphosyntax ................................................................................ 15

English Literature II ........................................................................................................... 18

Serbian Language II .......................................................................................................... 19

German Language ............................................................................................................ 20

Anglophone Cultures ......................................................................................................... 21

Computer Science ............................................................................................................. 22

Year Three ............................................................................................................................ 23

English language III Syntax ............................................................................................ 23

English literature III Shakespeare .................................................................................. 25

American Literature ........................................................................................................... 26

German Language ............................................................................................................ 28

Communication Studies .................................................................................................... 29

Psychology ........................................................................................................................ 30

Pedagogy .......................................................................................................................... 30

Year Four .............................................................................................................................. 32

English Language IV English linguistics ......................................................................... 32

English Literature IV .......................................................................................................... 35

Applied Linguistics ............................................................................................................. 37

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Foreword This syllabus was created to give an insight into the materials, exams, course structure,

goals, ways to achieve them and the general organisation of the studies in the Faculty of

Philology. The key aspect of this syllabus is that it was in use until 2007, when it was retired

with the introduction of the Bologna Declaration to Faculty of Philology. The changes are

explained in greater detail on page 5 of this document. The fact that this syllabus was pulled

out of use in 2007 is reflected in the pervading use of the past tense when explaining the

courses, tasks and materials that the students used.

In the first section of this document the general information about the study of English

language at the Faculty of Philology in Banja Luka is given, with the focus on exams,

grading system, and the changes that the Bologna Declaration brought to the study system

of Faculty of Philology.

All the courses listed in the syllabus were explained by first offering a general idea about the

course, then the materials, goals, objectives and field of focus for each course separately,

and finally a list of used materials are given at the end of each course.

In order to graduate, students at the Department of English Language and Literature at the

Faculty of Philology had to pass 21 exams 6 language exams (English Language I, II, III

and IV, Serbian Language I and II), 5 literature exams (English Literature I, II, III

Shakespeare, IV and American Literature), and a host of support exams (English Phonetics,

Anglophone Cultures, Communication Science, two Linguistics courses (Introduction to

General Linguistics and Applied Linguistics), Pedagogy, Philosophy, Psychology and

Computer Science. Finally, students had to choose a foreign language elementary level

course to study for four semester before taking the exam, with the courses from German and

Italian languages being offered to students.

We hope that this document will offer a clear insight into the way the students carried on with

their studies, the materials that they covered, and the way their knowledge was tested.

3

Introduction: Studying at the Faculty of Philology

History

University of Banja Luka was founded in 1975, and in its inception it held five faculties:

Electro-technical, Technological, Mechanical Engineering, Law and Economics. Faculty of

Philosophy was added in 1994, and it held the departments of Philosophy, Pedagogy,

Psychology, History, Teacher Education, but also language studies, such as Serbian,

English, German, and Italian language. In 2009 the Faculty of Philosophy was split into two,

and a new Faculty, Faculty of Philology was created. It held the departments of Serbian,

English, German and Italian language, with the addition of two new departments: Russian

and French languages.

Exams

Exams on the University of Banja Luka were done by the teaching staff selected for the

courses they teach. They could be helped by their assistants, who would check the written

exams and keep the records on the oral exams. The person who taught the course would

check and grade all parts of the written exam, do the oral exam and give the final grade.

All the exams were public, which meant that any member of the public could be present

during the exam, if the physical conditions (space in the classroom) allowed it.

In order to start the next year of courses, students had to have passed the exams from the

previous year. Students had a chance to carry forward to the next year no more than two

exams; if they had more, they were not allowed to enrol in the next year. Also, the exams

that were carried forward had to be finished first, before trying to pass the exams from the

current year.

Types of exams

The exams were done in two parts: written and oral exam. On the department the goal was

to have most of the exams done through tests, and to have standardised and objective

exams. The exception were exams such as English Phonetics, English Language I, II, III and

IV, and Communication science, where an oral exam was needed to test the communication

skills of students (pronunciation, prosody, reading, conversation, simultaneous translation).

Should students have a valid reason, they could write a Request to the dean and ask to

have an exam done only in a written, or only as an oral type.

If the courses need to have both types of exams, successfully doing a written exam was a

condition which would give the students the possibility to do the oral exam. Students could

not try the oral part of the exam unless they passed the written part first. Passing the written

part granted the students three attempts at the oral part of the exam. Should they fail three

times, they had to pass the written part again.

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Description of exams

All tests were timed. Generally, on the written part of the exam students had to fill in a

formalised test, or answer the given questions in a form of a short or a long essay. On the

oral part of the test, students would draw a card with questions, or a professor would ask

them several of the exam questions. In the context of the questions, professors could ask

students extra sub-questions in order to ascertain the knowledge level of the students based

on the whole matter of the course. In English language exams, students were not just asked

to show the theoretical knowledge of the matter done on the course, but were also asked to

show their skills in pronunciation, reading, understanding, translation and conversation.

Exam periods

The test dates were decided by the University of Banjaluka, and they were given through the

Faculty to the students. Test dates tended to change every year, but in general, two main

periods were routinely given to testing: the June/July and October exam periods. Very

often the students would also be given a chance to pass the exams in January/February,

August and December.

In each of these periods students had a chance to hopefully pass both parts of the exams,

with the break between two parts (written and oral) usually being two weeks. They had the

chance to do the test twice only in the main testing periods, namely June/July and October

ones. If they would manage to pass only the written part, and failed the oral two times, then

they had to wait until the next testing period to try for the third time.

Grading

In order to get a good (pass) grade on an exam, a student had to show a satisfactory level of

knowledge from the course. The teaching staff had to explain to the students during the

course what was to be expected from them and which level of knowledge they need to have

in order to pass the exam.

The teaching staff had to respect the academic principle of objectivity and impartiality and

were completely independent in the exam grading process. The grades which students

could get on the exams are 5 (failed the exam), 6, 7, 8, 9 and 10. On the department of

Philology, the grades correspond approximately to these percentages: anything below 60%

is considered a failure, and corresponds with the grade (5); 60 to 64% correct answers

corresponds with the grade (6); 65 to 74% is (7); for having 75 to 84% correct answers a

student would get grade (8); 85 to 94% is (9) and for having between 95 and 100% correct

answers a student would get the highest grade, (10).

A student would get one final grade in the exam taken, even if he or she did a written, oral,

or both types of the tests. Before writing the grade in the index of the student, the professor

would ask the student if he or she was happy with the grade. If a student was unhappy, he

or she had the right to cancel the grade, which means forfeiting the exam, and having to do

it again at a later date. Student had the right to cancel the grade also after having it placed in

the index, but only through the departments student services.

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During the courses, some of the exams could be passed through a series of tests and

colloquiums during the semesters, or have students do various homework assignments,

essays or practical work) which could be taken into consideration during the students final

grade, or which could relieve the student of doing one or both parts of the final exam.

Accessing the exam

In order to do the exam, students had to fill an application form on time in the student

services. Also, students had to be enrolled in that teaching year, had to be present in the

classes in course they are trying to pass the exam in, and had to have all the pre-condition

exams passed (with the obvious exemption of the first year students). Students had to apply

for the exams in an exam period even if they applied for it in a previous exam period but did

not take it, or if they passed one part but not the whole exam.

The Bologna Declaration in Bosnia and Herzegovina

Bosnia and Herzegovina signed the Bologna Declaration in 2003, which marked the

beginning of large-scale changes in the education systems done up to that point. The pace

of the implementation of the standards decreed by the Bologna Declaration was not

satisfactory, mainly due to the scale and depth of the changes all the Universities in

Bosnia and Herzegovina had to create uniform standards for all the Faculties in the network

of the university, with the teaching plans, grading points and the teaching process.

Bologna Declaration was implemented in the Faculty of Philology in 2007, which meant that

all the students that applied from 2007 started studying on the new study plan, popularly

known as the Bologna plan. To make the transition easier, students that started studying

prior to the 2007 school year, were required to finish their studies according to the previous

plan, popularly known as the Old plan.

This Old plan meant that the students studied according to the plans used in the Faculty of

Philology since the inception of the department of English language, in 1994. In the system

used prior to Bologna declaration, students were graded on a different scale system (5 fail,

6, 7, 8, 9, and 10 as the best grade for more information check Grading, page 3); there

were no ECTS points; upon graduation the received title was The Professor of English

Language and Literature; to get this title, students had to study for four years, meaning 8

semesters; and, if they wanted to get a higher level they had to study for one more year,

meaning 2 semesters, and would get a title of Magister of English Language.

The Bologna plan brought its many changes the students now received ECTS points

according to the Bologna declaration; they studied for three years (6 semesters); the study

plans have been changed to accommodate the difference in the length of the plan; and new

plans were created for the new Masters title and its study plans.

The students that graduated according to the Old plan had to get a special document from

the Government of Republic of Serbs which states that the title they received, The Teacher

of English Language and Literature is equal to the new title that the students who finished

according to the Bologna plan received, namely The Bachelor of English Language and

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Literature. Of course, there is a key difference between the two: being that the students that

graduated with the Old plan studied for two semesters more than the students who

graduated with the Bologna plan, this means that the first group has acquired 240 ECTS

points, 60 points more than the latter group.

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Year One

English Language I Morphology

A two semester intensive course which was a first part of a comprehensive eight semester

course which, along with its complementing subjects, is the basis of the English language

course. English Language I - Morphology was the basic grammar course of the English

language, which was extended with an introductory discourse relating to the morphological

concepts, categories and processes. This course helped students extend and deepen their

knowledge of the grammatical structure and lexical aspect of the modern English language,

which allowed them to express themselves in both oral and written communication in a

grammatically acceptable way, but also to be a part of a theoretical discourse regarding the

English language in the following semesters.

English Language I Morphology was taught as a two semester course in morphology,

which included basic morphological structures of English language, but also from practical

side which included Morphological practice, Intensive English course, Lector practice and

Translation practice.

The goal of the English Language I Morphology was, through a discourse on

morphological structure of the language, to inform students regarding the place and role of

the morphological processes in the context of a grammatical structure of English language,

as well as helping students extend and improve their existing knowledge of the English

language grammar.

Covered topics:

Morphology: morphology, lexicology and linguistics, basic morphological concepts;

inflectional morphology; grammatical groups of words (functional and topical; open and

closed group)

Verbs: morphological, grammatical and semantic categories and properties of verbs;

auxiliary and modal verbs; transitive, intransitive and ergative verbs; morphology of verbs;

verb tenses; infinitive, participle (including gerund); passive; conjunctive and conditional

sentences; direct and indirect speech

Nouns and pronouns: morphological, grammatical and semantic functions and categories;

morphology of nouns; determiners; numerals; morphological and grammatical category and

functions of pronouns

Conjunctions and prepositions: grammatical and semantic categories and functions

Adjectives and adverbs: morphological structure, grammatical and semantic categories

and functions; morphology of adjectives and adverbs

Word creation: affixation, conversion and compounding; other word creation processes;

morphological and lexical categorisation of word creation processes

Practice classes:

8

Morphology practice: Practice followed the teaching classes and was based on working on

the covered units by using text and speech. The goal of the practice was to work on

morphological units and acquiring the knowledge of morphological and grammatical

categories which were to be used in a theoretical discourse.

Intensive English course: The intensive course was based on active practice of English

language where students acquired the use, pronunciation and intonation of language

structures and discourse, as well as intensively working on a novel in English language per

semester. On these classes students acquired grammatical forms and lexes, that is, through

speech and conversation widened their active fund of words, idioms, phrases and

collocations.

Lector practice: On these classes students worked on practicing conversations in English

language as well as writing essays. Topics covered various life situations, which could be

based on literature or texts read in the class. The goal of this practice was to help students

get used and included in conversations in English language and to, with helping them

increase their active fund of words and phrases, increase their oral communication skills in

English language. Written tasks helped students to express themselves in a grammatically

and stylistically acceptable way while using the simplest rhetorical forms (exposition).

Students gave their opinion and described various events in the form of letters or short

essays. Also, students learned the forms of business communication used most widely,

creating a CV/resume, complaints and requests, as well as practicing written communication

to various institutions and media outlets. In the classes students had to work on

orthographical dictations and writing essays, which were analysed by a lector who instructed

them how to avoid their structural and style mistakes they made.

Translation practice: On the translation practice students worked on lexical analysis of the

texts in English language (2/3) and texts in Serbian language (1/3). The goal of these

classes was practicing understanding various texts in English language, extending the active

vocabulary of the students and translating to the native language phrases and specific

grammatical structures and texts which are on the grammatical and lexical level of modern

spoken English language (newspaper articles, fiction). Also, students acquired the basic

knowledge of translating to English language (news, newspaper articles).

Materials used:

Collins Cobuild English Grammar, 1995, London, Harper Collins Publishers

Collins Cobuild English Dictionary, 1995, London, Harper Collins Publishers

Matthews, P. H., 1989, Morphology, Cambridge, Cambridge University Press

Alexander, L. G., 1995, Longman Advanced Grammar, Harlow, Longman

Allen, W. S., 1994, Living English Structure, Cambridge, Cambridge University Press

Filipovi, R., 1996, Englesko-Hrvatski Rijenik, Zagreb, kolska Knjiga

Langan, J., 1995, English skills while reading, New York, McGraw-Hill

Leech, G. & Svartvik, J., 1987, A Communicative Grammar of English, Harlow,

Longman

Longman Language Activator, 1995, Harlow, Longman

Longman Dictionary of Contemporary English, 1995, Harlow, Longman

9

Longman Dictionary of American English: A Dictionary for Learners of English, 1983,

Harlow, Longman

Morgan J. & Rinvolucri, M., 1995, The Q Book, Harlow, Longman

Porter-Ladouse, G., 1995, Language Issues (Teachers Book, Students Book, Work

Book, Cassette & Class Cassettes), Harlow, Longman

Swan, M., 1995, Practical English Usage, Oxford, Oxford University Press

English Phonetics

Students worked on the basics of the phonetic system of the English language. The course

started with the basic differences between phonetics, phonology and pronunciation. The

special focus has been given to the British English pronunciation.

Students worked on mastering the vocal system and the phonetic symbols of the English

language, reading the texts with both the formal and colloquial style, and understanding the

basic terms and categories of the phonetic theory, and they practiced the pronunciation

individually, in pairs and groups.

Students worked on understanding the nature and goals of phonetics as a branch of

linguistics. The most important thing was to understand the IPA system, the symbols used in

the system, and the symbols used for accents and sentence intonation. The vocal apparatus

was explained, with a special focus placed on articulators. Students further worked on

defining a phoneme; categorizing the sounds on vowels and consonants; defining and

categorizing monophthongs as a vowel category; defining, categorizing and describing the

diphthongs; defining and basic categorizing of vowels; description of plosives and affricates

and the aspiration; describing the fricatives; categories non-obstructing consonants and

description of nasals; describing the three allophones of a lateral consonants; describing

approximants; and sound changes as a mechanism of connected speech: gradation, elision

and connecting r.

In the second semester students worked on defining the phoneme and its distinctive

characteristics; defining the allophone, complementing distribution and free variations;

allophones of obstructing consonants; allophones of non-obstructing consonants;

interactions between phonetics and morphology; sound changes and styles of speech; the

weak form, apocope, connecting r; assimilation and coarticulation; stress and intonation,

single words and connected speech; and introduction to information structure.

Materials used:

J. D. OConnor: Phonetic Drill Reader. Cambridge University Press.

J. D. OConnor: Advanced Phonetic Reader. Cambridge University Press.

C. Gimson: An Introduction to the Pronunciation of English. Edward Arnold.

Cruttenden: Gimsons Pronunciation of English, Edward Arnold.

P. Roach: English Phonetics and Phonology, Cambridge University Press.

Other scripts and materials created by the faculty.

10

Introduction to General Linguistics

The two semester course aimed at introducing the study of linguistics to the students.

Students learned about the scope, topic and the importance of study of linguistics, and why

this study is key for a future teacher of English language.

Students first had to understand the definition and the characteristics of terms such as

linguistics, language, culture and society, which will introduce them to the study and the

scope of linguistics as a science. They had to work on understanding the language system

in general and what are the functions of a language system, i.e. how it is used, how it was

developed and what makes a language system. An outline of the language study through

history was introduced, and through it students were informed how languages evolved and

changed through the history, as well as how the language originated in the first place. An

explanation of the writing system has been given as well, and students learned about its

origin and development as well.

An important part was the work on understanding the language acquisition, as well as the

impact the languages have on society. The students had to work on understanding the

connection between languages, society and culture. The languages were classified

according to where they are spoken around the world, and their cultural and historical

impacts.

Finally, focus of the course shifted towards linguistics and the various linguistic models of

languages. The general structure of languages have been explained, with a focus on

phonetics and phonology, and how certain languages bear important differences in the

phonetic systems they employ.

Materials used:

Ranko Bugarski, Uvod u optu lingvistiku, igoja, Beograd, 2003

Novakov P., Milivojevi N., Introduction to Linguistics, Filozofski fakultet, Novi Sad,

2006

Novakov P., English verb system, Futura publikacije, Novi Sad, 2005

Other scripts and materials created by the faculty.

English Literature I

The two semester course which aimed at introducing the students to the Anglo-Saxon

literature, culture and history up until the end of the fifteenth century. The contents of the

course included the reflection of the British history and culture up until the end of the

fifteenth century in literary works in the English literature of the middle ages; the

development of the English literature from oral to written literature; the elements of the

mythological, pagan, Christianity in the Anglo-Saxon literature; the hero codex; the wifes

letter and the portrayal of women in literary works; the timelessness and the significance of

the English literature of the middle ages today.

The second part of the course focused on introducing the students to the English

renaissance literature, as well as to the culture and the history of this period. The contents of

11

the course included the reflection of the British history and culture in the literary works of the

English renaissance; the literary genres, analysis of the general aesthetic and literary-

theoretic features of the renaissance in Europe, and its breakthrough into England in the

beginning of the XVI century. It gives the students more information about the most

important aspects of renaissance period its poets, playwrights and the thinkers of the early

renaissance, Elizabethan period and the blossoming of the theatre and poetry, and the

development of prose.

Analysed literature:

England before the Norman Conquest: History, Culture, Language;

Elements of oral-formulaic poetry: Caedmons Hymn; Dream of the Rood; Venerable

Bede;

Beowulf;

Heroic poetry: Finsburg, Maldon; Riddles;

The poetic elegies: The Wanderer, The Seafarer; The Wife's Lament; The Husband's

Message; The Ruin

England after the Norman Conquest: History, Culture, Language

Sir Gawain and the Green Knight

Women's writing and the representation of women; Margery Kempe: The Book

Chaucer: life, works, language; General prologue to The Canterbury Tales

The Wife of Bath's Tale - Prologue and Tale

William Langland: Piers the Ploughman

Miracle and morality plays; Everyman

The Castle of Perseverance

Arthurian legends; Malory: Morte D'Arthur

History, Culture, and Language (1500 1660); General characteristics of European and

English Humanism and Renaissance; Poetic Conventions: Modes and Genres.

Sir Thomas More: Utopia

John Skelton, Thomas Wyatt, Henry Howard, Earl of Surrey

Edmund Spenser: The Fairy Queen, Amoretti

Sir Philip Sidney: Astrophil and Stella, The Defense of Poesy; Francis Bacon: Essays

Christopher Marlowe: The Tragical History of Doctor Faustus

12

Elizabeth I: The Golden Speech; Mary Stuart: Sonnet to Elizabeth

William Shakespeare: Sonnets

Ben Johnson: Volpone: or, The Fox

John Donne: Songs and Sonnets

John Webster: The Duchess of Malfi

Robert Herick, George Herbert, Andrew Marvell

John Milton: Paradise Lost; Sonnets

Materials used:

Elizabeth Solopova, Stuart D. Lee, "Key Concepts in Medieval Literature", New York,

Palgrave Macmillan, 2007.

Joseph Black, "The Broadview Anthology of British Literature, Volume I: The

Medieval Period", Toronto, Broadview Press, 2006.

Joseph Black, "The Broadview Anthology of British Literature, Volume II: The

Renaissance and the Early Seventeenth Century", Toronto, Broadview Press, 2006.

John C. Pope, "Eight Old English Poems", New York, Norton, 2001.

J. B. Trapp, "Medieval English Literature", Oxford, Oxford University Press, 2002.

Brian Stone, "Sir Gawain and the Green Knight", London, Penguin, 1974.

Steve Ellis, "An Oxford Guide: Chaucer", Oxford, Oxford University Press, 2005.

Tony Davenport, "Medieval Narrative", Oxford, Oxford University Press, 2004.

David Johnson, Elaine Treherane, "Readings in the Medieval Texts", Oxford, Oxford

University Press, 2005.

Michael Alexander, "A History of Old English Literature", Toronto, Broadview, 2002.

Andrew Sanders, "The Short Oxford History of English Literature", Oxford, Oxford


Janet Cowen, "Le Morte DArthur", London, Penguin, 1983.

John Gessner, "Medieval and Tudor Drama", New York, Bantham Books, 1968.

David Daiches, "A Critical History of English Literature", Volume I, London,

Mandarine, 1994.

Stephen Greenblatt, "Renaissance Self-Fashioning: From More to Shakespeare",

University of Chicago Press, Chicago & London, 2005.

Serbian Language I

A two semester course which was aimed at introducing the students to the basic categories

and terms important to identify Serbian language as one of the living languages. Also,

students learned about the elements of the phonological and phonetic structure, and the

prosodic structure, that is about the orthographic and orthoepic characteristics of the Serbian

standard language.

13

Topics covered:

Students worked on language, speech and communication; the place of the Serbian

language among other world languages (according to areal, typological and genetic

classification); the forms of using the Serbian language in oral practice; the meaning of the

term standard language; the languages of Serbian literature until the IX century (Old-Slavic,

Serbo-Slavic, Russo-Slavic and Slavic-Serbian); formation of the modern Serbian standard

language and almost one hundred years of the Serbo-Croatian standard language;

functional forms of Serbian language layering.

Students also studied about the voice, as a direct realisation of a phoneme as a language

unit; the phonetic system of the Serbian standard language: a) vowels articulatory and

acoustic characteristics and classification (by the horizontal and vertical articulation of the

tongue, as well as by the openness), b) consonants (sonants and consonants) articulatory

and acoustic characteristics and classification (by voicing, place and manner of articulation);

sound changes: assimilations of consonants by voicing and manner of articulation,

reductions of consonants; palatalization of velar consonants, iotation, apophony, change of a

to e, orthoepic and graphic importance of substituting the old vowel jam (), impermanent

a, change of l to o, movement of vowels, hiatus, haplology, metathesis.

Also, students worked on the accent system of Serbian language, where they learned about

the non-stressed lengths in words of Serbian standard language; the distribution rules

accents in Serbian language; non-stressed words (clitics) and movement of stress to

proclitics.

Students practiced what they learned on mandatory practice classes where they worked on

orthographic, phonetic and prosodic exercises.

Materials used:

Stevanovi, M., 1978, Gramatika srpskog (srpskohrvatskog) jezika, Beograd, Obod

Cetinje;

Stevanovi, M., 1986, Savremeni srpskohrvatski jezik I, Beograd, Narodna Knjiga;

Stanoji, ., Popovi, Lj., 1992, Gramatika srpskog jezika, Beograd, Zavod za

udbenike i nastavna sredstva;

Guduri, S., 2004, O prirodi glasova, Beograd, Zavod za udbenike i nastavna

sredstva;

Group of authors, 1993, Pravopis srpskog jezika, Novi Sad, Matica Srpska;

Other scripts and materials prepared by the faculty.

Philosophy

A two semester course where students were introduced to the basics of Philosophy as a

branch of humanistic sciences.

14

First of all, students were introduced to the meaning of the term Philosophy, what is the topic

of philosophy, what is its scope, what are the main sources for philosophy, and what is its

influence today. Students learned about the relationship of philosophy and science, the

scientific method and what are the methods used in scientific research, such as analysis,

synthesis, induction, deduction, abstraction, generalisation, analogy, hypothesis, theory and

experiment. They also learned about the relationship of philosophy and religion, art and

culture, and what the importance of philosophy today is. Students classified philosophy on

theoretical, propaedeutic and practical philosophy. They had to study logic its purpose,

history, definition, scope; decision making process; and the deduction process. During the

course students learned about metaphysics, philosophy of learning, and cosmology, ethics

and aesthetics. Finally, students worked on historical overview of education, with three

separate parts education in antiquity, philosophical theories of education in the new age,

and modern philosophical theories of education, while discussing the relationship of

pedagogy and philosophy, and what constitutes a wholesome education, while taking into

consideration major schools of thought in philosophy and pedagogy.

Materials used:

Scripts and materials prepared by the faculty

15

Year Two

English Language II Morphosyntax

A two semester intensive course which was a second part of a comprehensive eight

semester course which, along with its complementing subjects, was the basis of the English

language course.

English Language II Morphosyntax introduced the students to the theoretical discourse

regarding the functions of words and syntactic structure of the English syntagm, or, its formal

and functional categories and possibilities, functional connections of various words inside a

syntagm, as well as those between syntagms themselves. This course strengthened the

discourse regarding the semantic and functional groups of words, the lexeme and word, the

morpheme, the creation and word groups, with a discourse of their paradigmatic possibilities

and syntagm functions. The course was envisioned as a link between morphological and

syntagm discourse of English language, so the term morphosyntax is related to the syntax

possibilities and word functions, while, on the other hand on the segment of the analysis

which is between the word and a sentence the syntax of the English syntagm. As a

communicational approach to the language study, the course stressed the syntactic and

pragmatic relativity of the word and syntagm in various linguistic and communicational

contexts. The goal of the course was to offer a comprehensive discourse of grammatical

functions of words and syntaxes of the English syntagm to the student, and to allow the

student understanding and further study of the clause and discourse in English language.

The goal of this course was to extend the knowledge the students had regarding the word

functions and to get the basic theoretical knowledge relating to the syntax of the English

syntagm.

Covered topics:

The overview of the morphological and morphosyntactic terms, forms, categories and

functions

The overview of basic syntactical terms, categories, links, possibilities and functions:

English clause; grammatical hierarchy, coordination, subordination; paradigmatic and

syntactic links, constituents, types of syntagms, structure of syntagms and a character of

links between direct constituents of syntagms determination, modification and

complementation.

Noun syntagm: structure of the noun phrase; usual types, flexion and syntactic functions of

nouns and various noun types; reference and determination; structure and syntagmatic links

between constituents: pre-modification, post-modification and apposition; the syntax of a

noun phrase.

Pro-forms: types, morphology, meaning, varieties and syntactic functions of pronouns;

numerals

Verb syntagm: basic structure of and nature of a verb phrase; morphosyntax of the

constituents of a verb phrase (verb properties person, number, aspect, state, voice; finite

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and non-finite verb forms; morphology of the lexical (regular and irregular, transitive,

intransitive and ergative), auxiliary, modal and catenative verbs; semantics of the verb

phrase (time and verb tenses, perfects, progressives and perfect-progressive aspect;

semantics of the modal, catenative and ergative verbs); verb pro-forms; syntax and

semantics of infinitives and participles; syntax and semantics of phrasal and prepositional

verbs; structure of the verb phrase: complementation of the copular verbs; intransitive and

ergative verbs; complementation of catenative and transitive verbs (mono-transitive,

ditransitive and complex-transitive complementation with noun phrases, subordinate clauses

and non-finite syntagms); review of verb complementation: argumentation.

Prepositional syntagm: morphology and semantics of a preposition, prepositions and other

parts of speech, simple and complex prepositions; structure of a preposition phrase,

modification of a preposition phrase; syntax functions of a preposition phrase (adverbs,

modification, complementation); complementation of verbs and adjectives.

Adjectival syntagm: morphology of adjectives (creation, gradation, regular and irregular

forms), adjectives, adverbs and other grammar forms; semantic and syntactic properties and

categories of adjectives; structure of an adjective phrase (modification, complementation

and conversion); relative order of adjective phrases in pre-modification of a noun

phrase.

Adverbial syntagm: morphology of adverbs (creation, gradation, regular and irregular

forms), adverbs and other grammar forms; structure of an adverbial phrase; semantic

categories of an adverbial phrase; syntactical functions and categories of an adverbial

phrase (adverbial, modifier and complement); adverbials: syntactic forms and functions and

syntactic and semantic categories.

Clause: creation of basic functions of a clause (overview of syntactic functions of a

syntagm); overview of the structure and types, simple and complex, subordinate and

independent clauses in English language and their communication properties.

Practice classes:

Morphosyntactic practice: Practice from morphosyntax followed the teaching done in the

classes and are based on the linguistic analysis of the grammar units on a text and in

speech, as well as on practicing literary and oral use of complex units. The goal of practice

classes was to reinforce and extend the learning from the classes and help the students get

practical experience through analysis of grammar categories, besides using it in a

communication process.

Lector practice: On these classes students practiced writing essays and having

conversations in English language. Conversation topics focused on various life situations,

with a special focus on media, culture and art. Topics were based on literature worked on

other practice classes. The goal of the conversation classes was to have students master

the usage of not only complex, but also colloquial forms used in spoken English language,

and to, along with extending their active fund of words, phrases and collocations, have

students achieve oral communication skills needed for everyday communication, but also for

discourse in various topics from culture. Essay writing practice helped students master the

17

abilities of expressing themselves in a stylistically and grammatically acceptable way by

using exposition and description. Students also had to do orthographic dictations, and lector

analysed their work and helped them avoid structural, lexical and style errors.

Oral and written translation practice (to English language): On these classes students

practiced translating various forms of discourse from Serbian into English language. Here

they applied the knowledge of morphosyntax in a practical way. Besides testing the

knowledge acquired on the previous courses, these exercises focused on determination and

modification of noun phrases, as well as on complementation of adjective and verb syntagm.

From the lexical point, a special focus was on complex words, derivatives and collocations of

verbs and prepositions, verbs and nouns, and adjectives and nouns, as well as on extending

the lexical fund of idioms and phrases. During the course students intensively worked on

translating a large body of text to English language (a long essay or a story, shorter novel or

a part of a novel).

Oral and written translation practice (to Serbian language): On these classes students

worked on a grammatical and lexical analysis of texts on English language, and translating

them by using a corresponding lexis and structures to Serbian language. The goal of these

classes was to practice the understanding of various syntagms and structures in English

language, comparing the morphosyntax structure of syntagms in two languages, extending

the active dictionary of students and translation of phrases, idioms and specific grammar

structures to Serbian language.

Materials used:

Quirk R. & Greenbaum S., 1990, A students grammar of the English language, Harlow, Longman;

Bauer, L., 1989, English word formation, Cambridge, Cambridge University Press;

Benson, M., 1990, Sprskohrvatsko-Engleski renik, Beograd, Prosveta; Chalker, S., 1995, A students English grammar workbook, Harlow, Longman Close, R. A., 1987, A university grammar of workbook, Harlow, Longman

Collins Cobuild Dictionary of Phrasal Verbs, 1995, London, Harper Collins Publishers;

Collins Cobuild English Dictionary, 1995, London, Harper Collins Publishers;

Filipovi, R., 1996, Englesko-Hrvatski rijenik, Zagreb, kolska Knjiga; Frank, M., 1972, Modern English: Exercises for non-native speakers, Parts I & II,

Englewood Cliffs, NJ, Prentice Hall;

Graver, B. D., 1992, Advanced English practice, Oxford, Oxford University Press;

Jacobs, R. A., 1995, English syntax: A grammar for English professionals, Oxford, Oxford University Press;

Langan, J., 1995, English skills with reading, New York, McGraw Hill;

Leech, G. & Svartvik, J., 1987, A communicative grammar of English, Harlow, Longman;

Longman dictionary of contemporary English, 1995, Harlow, Longman;

Mathews, P. H., 1989, Morphology, Cambridge, Cambridge University Press;

Quirk R., Greenbaum, S., Leech, G., & Svartvik, J., 1994, A comprehensive grammar of the English language, London, Longman;

Swan, M., 1995, Practical English usage, Oxford, Oxford University Press;

18

English Literature II

A two semester course aimed at introducing students to the English literature in the period

between 1660 and 1900. Students worked on understanding the history, culture, politics and

other aspects of life in that period of English history. This period included the age of

Restoration and the Victorian age. Students had to work on the life and the background of all

the poets, playwrights and writers key for this period of history, in order to better understand

their work.


Restoration and the 18th century: History, Culture, Literature

John Bunyan: The Pilgrim's Progress, John Dryden: "A Song for St. Cecilia's Day"

Daniel Defoe: Robinson Crusoe, Jonathan Swift: Gulliver's Travels

Alexander Pope: "An Essay on Criticism", "An Essay on Man"

Laurence Sterne: A Sentimental Journey, Tristram Shandy (fragments)

Thomas Gray: "An Elegy Written in a Country Churchyard", Robert Burns: "Jolly Beggars",

"Holy Willie's Prayer", "Tam o' Shanter"

William Blake: Songs of Innocence ("Piping down the valleys wild", "Infant Joy", "The

Lamb", "The Chimney Sweeper"), Songs of Experience ("Infant Sorrow", "The Tiger",

"London", "The Chimney Sweeper"), The Proverbs of Hell

William Wordsworth: Preface to Lyrical Ballads, "Tintern Abbey", "We Are Seven", "Ode on

Intimations of Immortality", "Lucy Poems"

Samuel Taylor Coleridge: Biographia Literaria, "Kubla Khan", "The Rime of the Ancient

Mariner"

George Gordon Byron: Childe Harold (Canto IV), Don Juan (Canto I)

Percy Bysshe Shelley: "Ode to the West Wind", "Music, when soft voices die", "When the

lamp is shattered", "One word is too often profaned"

John Keats: "Ode to a Nightingale", "Ode on a Grecian Urn", "La Belle Dame Sans Merci"

Victorian Age: History, Culture, Literature

Jane Austen: Pride and Prejudice

Charles Dickens: Great Expectations

William Makepeace Thackeray: Vanity Fair

Emily Bront: Wuthering Heights

George Eliot: The Mill on the Floss

Alfred Tennyson: The Lady of Shalott, The Lotos Eaters, Ulysses

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Robert Browning: My Last Duchess, Andrea del Sarto

Thomas Hardy: Tess of the d'Urbervilles

Oscar Wilde: The Picture of Dorian Gray, The Importance of Being Earnest

George Bernard Shaw: Candida

Materials used:

Andrew Sanders, The Short Oxford History of English Literature, Oxford, Oxford


Joseph Black (ed.), The Broadview Anthology of British Literature, volume III: The

Restoration and the Eighteenth Century, Toronto,

Broadview Press, 2006.

Joseph Black (ed.), The Broadview Anthology of British Literature, volume IV: The

Age of Romanticism, Toronto, Broadview Press, 2006.

R.T. Davies, B.G. Beatty (eds.), Literature of the Romantic Period, Liverpool,

Liverpool University Press, 1980.

English Classicism and Romanticism, a selection of texts.

Ivanka Kovaevi (et al.), Engleska knjievnost I, Sarajevo, Svjetlost; Beograd, Nolit,

1991.

Ivanka Kovaevi (et al.), Engleska knjievnost II, Sarajevo, Svjetlost; Beograd, Nolit,

1991.

Ranka Kui, Antologija engleske romantiarske poezije, Beograd, Nauna knjiga

Serbian Language II

A two semester course with a goal of introducing students with basic characteristics of

lexical, morphological and syntactic structure levels of Serbian standard language.

Students worked on understanding the word as a language unit; lexical and grammar

meanings of words; allegory (metaphor and metonym).

Students acquired further knowledge regarding the polysemic, homonymic, synonymic,

antonymic, hyponymy, and idiomatic aspects of the language, and about the lexis of the

Serbian language, taking into consideration its origin and its sphere of use.

Also, the classes focused on parts of speech, and on categories of changes that can happen

to a word. Students learned about declination as a word change system and basic notes

regarding the meanings and functions of certain case forms of word declinations in Serbian

language. Students studied the declination of parts of speech, namely: Nouns definition,

classifications, declination; Adjectives definition, classifications, adjective aspect,

declination, comparison; Pronouns definition and use, classifications, declination;

Numerals definition, classifications, declination; verbs: definition, classification,

grammatical categories of verbs (aspect, verb gender, person, tense, etc.), creation of verb

forms (simple and complex), and notes on meanings of certain verb forms; and

20

unchangeable parts of speech: adverbs, prepositions, conjunctions, exclamations and

particles.

These classes gave students the information regarding the ways of enriching the lexis - what

are the basic word formation processes (from already existing words): suffixation,

prefixation, composition (blending), combined processes and conversion.

Towards the end of the course students focused on the term syntagm: determining and

functional syntagms; definition of a clause; simple clause and the parts of its structure, basic

information on complex clauses and types of complex clauses.

Materials used:

Stevanovi, M., 1978, Gramatika srpskog (srpskohrvatskog) jezika, Beograd, Obod

Cetinje;

Stevanovi, M., 1986, Savremeni srpskohrvatski jezik I, Beograd, Narodna Knjiga;

Stanoji, ., Popovi, Lj., 1992, Gramatika srpskog jezika, Beograd, Zavod za

udbenike i nastavna sredstva;

Guduri, S., 2004, O prirodi glasova, Beograd, Zavod za udbenike i nastavna

sredstva;

Group of authors, 1993, Pravopis srpskog jezika, Novi Sad, Matica Srpska;


German Language

A four semester elementary language course, which intended to give students with no

previous knowledge of German language some basic insight into the language.

By the end of the course students were able to use simple sentences and expressions when

dealing with various everyday situations (at the supermarket, in public offices, at the

doctors, at the office) and especially when expressing wishes and attending to personal

needs in and around the university. Also, they were able to talk about themselves and their

areas of study and ask others about personal details, work, hobbies, and interests.

The learning objectives were achieved in a step-by-step process through a communicative

teaching approach that addresses the complete spectrum of language abilities. Exercises

became progressively more complex and generally trained specific abilities like listening

comprehension, speaking, reading comprehension, and writing. Classroom activities

includes individual and group work and were complemented by compulsory homework

exercises. Short summaries of the material covered were provided at the end of each

thematic unit.

Materials used:

Scripts and materials created by the faculty.

21

Anglophone Cultures

A two semester course dealing with culture of major countries where English is the native

language, namely United Kingdom and United States of America. The students learned

through presentations, conversation, teaching and movie screenings.

In the first semester classes focused on introducing the historical and cultural aspects, and

the way how life in United Kingdom is organised. Within the wide spectre of the themes,

students studied the basic characteristics and specifics of the political, health, education and

other formal systems, but special attention was given to the sphere of everyday life.

Students worked on understanding the similarities and differences between the cultures, and

developed the understanding of mutual dependency of language and cultural knowledge.

Students worked on the following topics:

The UK - country and people; England; Scotland; Northern Ireland; Wales.

Early history; Medieval history; Robin Hood.

The Wars of the Roses; Henry VIII; Elizabeth I.

The Civil War; Queen Victoria; Winston Churchill.

The British Queen; Parliament; Police and law.

NHS and other health issues; Social services and charities; Money and business.

History of London; Life in London. Famous British buildings.

Education in Britain (from pre-school to A-levels); British universities.

Class in Britain; Identity; Religion.

Multiculturalism; The British Empire; Britain and America.

Television in Britain; The BBC; Newspapers.

Music, sport and art; Traveling; Holidays; Lifestyle.

Houses and flats in Britain; Food and drink; Animal Britain.

In the second semester, through teaching, presentations, literature, watching a select list of

documentary movies and guest presenters of experts working on American society and

culture, students learned about basic theoretical aspects of modern American culture and

develop further understanding of the importance of the American society and culture today.

This course presented a systematic overview of the contemporary American culture and

society, and as such, was a vital course on the study of English language and literature. The

course offered the students information regarding the context (politics, media, social groups)

and dynamics of modern American culture.

22

Students worked on the following topics:

American dream: theory and politics. American identities. Melting pot. Movies: Forrest Gump

and American Beauty.

American political life. Bowling for Columbine.

Fahrenheit 911.

Wag the Dog.

The issue of racism. Mumia Abu Jamal - A Case for Reasonable Doubt.

Presentation from the guest speaker from the US Embassy.

Gendered identities: sexuality and gender. Celluloid Closet.

Slim Hopes and the 'beauty myth'.

Advertising, youth, music and entertainment industries. Merchants of Cool, Supersize Me,

Disney, Childhood and Corporate Power.

Materials used:

ODriscoll, J. (1996). Britain. Oxford: Oxford University Press.

McDowall, D. (1997). An Illustrated History of Britain. Harlow: Longman.

Stevenson, D. K (1987). American Life and Institutions. Ernst Klett Verlag.

Campbell, N. and Kean, A. (1997). American Cultural Studies. London: Routledge.

(Chapters 2, 3, 6, 7, 10).


Computer Science

A two semester course which helped the students achieve the basic use of computers.

Students worked on understanding the elementary things such as how to use the Windows

operating system, use the internet, open and use an e-mail account, install a new software

on the computer, and how to use the Microsoft Office package Word, Excel, PowerPoint

and Outlook.

In the second part of the course students learned about leading computer based translation,

how to use such software, how to publish articles online, how to create a database, a

journal, and a basic website, how to publish a blog and use social media, in order to improve

the quality of their classes.

Materials used:


23

Year Three

English language III Syntax

A two semester intensive course which was a third part of a comprehensive eight semester

course which, along with its complementing subjects, is the basis of the English language

course.

English language III Syntax continued the theoretical discourse and analysis of the

structure of English syntagm and extended it to a clause level, thus rounding the subject

matter relating to the grammar of structure of English language. The knowledge of the

English syntagm was reinforced and extended, and the clause was introduced with a

discourse on form and functional actualisation of syntagm, that is, on basic functional

elements of a clause. The introduction with structure and types of a simple clause was done

by a description and discourse on nature of actualisation of different functions. Structure and

types of subordinate clauses was studied and analysed in the focus of their syntactic

relationships and functions modification and complementation. The goal of the course was

to offer the students a comprehensive description of an English clause, and to serve as an

introduction to a modern theoretical discourse on syntax of English language.

The goal of the classes was to help students reinforce and extend their theoretical

knowledge on syntax of English syntagm, get the comprehensive overview on structure and

types of English clause, and to master the basics of theoretical syntax.

Topics covered:

Syntax and grammar; theoretical approaches to study of syntax

The overview of basic terms, categories, links, applications and functions of syntax:

syntagm, clause and sentence; constituents, form, structure, types and functions of

syntagms, grammatical hierarchy, coordination, subordination, modification,

complementation, substitution.

Form and function: definition, role, types and syntactic application of clause functions;

subject; predicate and predicator; direct and indirect objects; complements.

Constituents of a clause: argumentation and linguistic generalisation; methods of a clause

analysis: indirect constituents, diagrams, fencing, rules and other methods of marking the

sentence structure.

Clause - structure and hierarchy: structure and structural types of English clauses;

syntactic-pragmatic types of English clauses (affirmative, question, negative, imperative and

exclamation type); finite, non-finite and verbless clause; subordinate and independent

clauses, simple, combined and complex clauses.

Modification: complex noun phrase; relative clauses (finite and non-finite); appositive

clauses (finite and non-finite); comparative clauses.

Noun clauses: functions of finite and non-finite and noun-relative clauses; complementation

of verbs and adjectives

24

Adverbial clauses: syntactic and semantic types and functions

Movement, postponement and substitution of subject, object and predicate: questions

and negatives; pre-position of object and complement; subject verb inversion; split

sentences; postponement of subject: lexical, passive, extraposition of subject and object;

movement of complex objects behind complements and adverbials; movement of parts of

subject and object (post-modification of noun phrase); existential sentences; pro-forms and

ellipsis.

Linguistic generalisation: introduction to a transformational grammar; movement and

substitution of constituents (X-bar syntax)

Development direction of the modern syntactic theory

Practice classes:

Grammar practice: This practice followed the teaching and was based on the linguistic

analysis of the grammatical units on a text and in speech, as well as on practicing the written

and oral use of these units. The goal of exercises was to strengthen and extend the matter

done in the classes and acquire practical knowledge of using them in a communication

process.

Lector practice: On these classes students practiced writing essays and having


with a special focus placed on topics from social sciences, social life, politics and history.

Topics were based on texts students worked on classes of English Language III - Syntax.

The goal of the conversation classes was to help students completely master the using all of

the sentence forms in spoken English language, and to, along with extending their active

fund of words, phrases and colocations, acquire the ability to participate in discourses

relating to various social and cultural areas. Writing practice were supposed to train the

students in expressing themselves in an acceptable way in regards of grammar and style.

Lector analysed the students works and oral communication and showed them their

structural, lexical and style errors.

Oral and written translation practice (to English language): On these classes students

worked on translating the various kinds of discourse from Serbian to English language. On

these classes students had to use in a practical way their knowledge of syntax. Besides

testing and improving the knowledge of grammar acquired on the previous courses, a

special focus was placed on using the combined sentences, subordinate, finite and non-

finite, clauses, various syntactic means of setting a communicated message in themes and

stresses. Lexical focus was on extending the fund of verbs, nouns, adjectives and idioms,

and on the collocations of verbs and prepositions, verbs and nouns and, finally, adjectives

and nouns. During this course students intensively worked on translating a large body of text

to English language (a long essay or a story, shorter novel or parts of a novel).

Oral and written translation practice (to Serbian language): On these classes students

did the grammatical and lexical analysis of texts to English language and translating them by

using the corresponding lexis and sentence structures to Serbian language. The goal of

25

these classes was to practice the understanding of various complex sentence structures in

English language, to compare syntax structure of a clause in both English and Serbian

language, to extend the active vocabulary of students and to translate phrases, idioms and

specific syntax structures into Serbian language.

Materials used:

Aarts, B., 1997, English Syntax and Argumentation: Functions and Categories in

Sentence Analysis, Oxford, Pergamon Press;

Benson, M., 1990, Srpskohrvatsko-Engleski renik, Beograd, Prosveta;

Chomsky, N., 1965, Aspects of the theory of syntax, Cambridge, Mass: The MIT

Press;

Filipovi, R., 1996, Englesko-Hrvatski rjenik, Zagreb, kolska Knjiga;

Heageman, L., 1994, Introduction to government and binding theory, Oxford,

Blackwell;

Matthews, P., 1993, Grammatical theory in the United States from Bloomfield to

Chomsky, Cambridge, Cambridge University Press;

Longman dictionary of contemporary English, 1995, Harlow, Longman;

Jacobs, R. A., 1995, English syntax: A grammar for English professionals, Oxford,

Oxford University Press;

Langman, J., 1995, English skills with reading, New York, McGraw-Hill;

Palmer, F., 1987, The English verb, London, Longman;

Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J., 1994, A comprehensive grammar

of the English language, London, Longman;

Radford, A., 1997, Syntactic theory and the structure of English: A minimalist

approach, Cambridge, Cambridge University Press;

Radford, A., 1998, Transformational grammar: A first course, Cambridge, Cambridge

University Press;

Stageberg, N., 1980, An introductory English grammar, London, RPC

English literature III Shakespeare

A two semester course dedicated to analysis of the life and work of William Shakespeare.

During the course the students had to analyse seven plays by Shakespeare their history,

influence behind them, their impact and their significance, in their time, but also modern,

contemporary theatre world. Students worked on understanding the historical and cultural

background of the period in which Shakespeare lived and worked. Students have been

introduced to his work in a wider socio-historical and cultural context.

Students were first introduced to his life and times: history, culture and the language at the

time (early modern English). They also worked on the dramatic styles of the period: comedy,

history plays and problem plays, as well as on his non-dramatic poetry and sonnets.

Analysed plays: Hamlet, Richard III, King Lear, Macbeth, Othello, As you like it, Tempest

and Twelfth Night.

26

Materials used:

Jan Kott - "Shakespeare, our contemporary", Norton, 1974

Stanley Wells, Lena Cowen Orlin - "Shakespeare: An Oxford Guide", Oxford, Oxford University Press, 2003

Brian Vickers - "Appropriating Shakespeare: Contemporary Critical Quarrels", New Haven, Yale University Press, 1993

D. Nuttall - "Shakespeare the Thinker", New Haven, Yale University Press, 2007

V. Kosti - "Stvaralatvo Viljema ekspira I i II", Beograd, SKZ, 1995

Other materials prepared by the faculty.

American Literature

A two semester course aimed at introducing the American literature, from its earliest stages

to the modern period. It covered the periods of the XVIII and the XIX century, in the contexts

of the American civilization and culture, with a special focus on the representative works of

art of American literature of the XIX century. In the first semester students worked on the

background and the introductory notes on the history and culture of Native Americans, and

the colonisation period: history and culture, as well as travel writing as the inception of the

literary expression. The students worked on the short overview of the authors in the context

of the age of enlightenment and revolution, as well as on the American renaissance in the

XIX century, and the romanticism in the works of Edgar Allan Poe.

In the second part of the course, students worked on learning about American modernism in

the literature, representative works and their cultural and historical context from the

beginning of the XX century, up to the social equality movement in the sixties. Topics

covered included introduction to the modernism theory in poetry, prose and theatre;

historical background; interpretation of the representative works of the American south;

characteristics of the modern culture; thirties of the XX century and the WWII as the great

milestone, post-war literature; insight of the literature of the African Americans; feminism and

American literature.


Edgar Allan Poe: The Raven, The Fall of the House of Usher, Annabel Lee, The Murders in

the Rue Morgue, Tamerlane, The Masque of the Red Death, The Narrative of Arthur Gordon

Pym of Nantucket, The Philosophy of Composition, The Poetic Principle

Transcendentalism: Ralph Waldo Emerson: Nature, The American Scholar, Self-

Reliance, Friendship, Experience; Henry David Thoreau: Walden, Civil Disobedience,

Herald of Freedom; Walt Whitman: Leaves of grass; Margaret Fuller: Summer on the

Lakes, Woman in the Nineteenth Century

Herman Melville: Moby Dick; Nathaniel Hawthorne: The Scarlet Letter

The civil war; realism and naturalism in literature

27

Emily Dickinson

Henry James: Portrait of a Lady; Harriet Beecher Stowe: Uncle Toms Cabin

Louisa M. Alcott: Little Women; Mark Twain: Adventures of Huckleberry Finn

Kate Chopin: Awakening

The modern period and the modern literature: the modernism an introduction

Modern poetry: imagism, the significance of T. S. Eliot, Ezra Pound and Hilda Doolittle;

illustrated through Wallace Stevens, William Carlos Williams, Marianne Moore and

others.

Modern prose; the significance of Gertrude Stein and Sherwood Anderson

F. Scott Fitzgerald: The Great Gatsby

Ernest Hemingway: Farewell to Arms

John Steinbeck: The Grapes of Wrath

Modern theatre: Eugene ONeill: The Great God Brown

The Harlem renaissance; literature and culture of the thirties

Post-WWII literature: an overview.

J. D. Salinger: Catcher in the Rye; Arthur Miller: The Crucible; Saul Bellow: Seize the

Day; Kurt Vonnegut: Slaughterhouse Five

Post-WWII poetry: Theodore Roethke, Sylvia Plath, Allen Ginsberg and others

Feminist movement: Adrienne Rich

Post-WWII theatre: Tennessee Williams: Streetcar Named Desire; Edward Albee: Who is

Afraid of Virginia Woolf?

Post-WWII novel: Harper Lee: To Kill a Mockingbird, Carson McCullers: The Ballad of the

Sad Caf

Materials used:

Baym, Nina et al (eds.): The Northon Anthology of American Literature, Package 1,

W.W. Norton & Company, 2007.

Bradbury, Malcolm & Ruland, Richard: From Puritanism to Postmodernism: A

History of American Literature, Penguin Books, 1991.

Cunliffe, Marcus (ed.): American Literature to 1900, The Penguin History of

Literature, London, 1993.

Lauter, Paul (ed.): The Heath Anthology of American Literature, Volumes A-C, Fifth

Edition, Houghton Mifflin Company, Boston, 2006.

OCallaghan, Bryn: An Illustrated History of the USA, Longman, England, 1990.

28

VanSpanckeren, Kathryn: Outine of American Literature, US Dept of State, 1994.

Vukevi, Radojka, A History of American Literature: Then and Now, Univerzitet

Crne Gore, Institut za strane jezike, Podgorica, 2005.

Vukevi Radojka (ed.): Perspectives on American Literature, Univerzitet u

Beogradu, 2008.

Baym, Nina at al. (eds.): The Norton Anthology of American Literature, Package 2,

W.W. Norton & Company, 2007.

Bradbury, M.: The Modern American Novel, Oxford University Press, 1992.

Klaidjian, W. (ed): The Cambridge Companion to American Modernism, Cambridge,

2006.

Vukevi, Radojka: Reading American Literature: A Critical Anthology, Podgorica,

2002.

Zinn, Howard: The Twentieth Century, A Peoples History, Harper-Perennial, New

York, 1998.

German Language

The second part of the four semester course of the German language which intended to give

students with no previous knowledge of German language some basic insight into the

language.

The second part was intended to first revise and consolidate the material done in the

previous part, and then to deepen and expand. By the end of the course students were able

to express basic aspects of their studies, understand and use sentences in a technical

context, communicate in simple and routine situations by email and phone, describe their

immediate environment and matters in areas of immediate need, present biographical

details and talk about their progress at university, describe and provide explanations for their

personal plans, hopes and aims.

The learning objectives were achieved in a step-by-step process through a communicative

teaching approach that addresses the complete spectrum of language abilities. Exercises

became progressively more complex and generally trained specific abilities like listening

comprehension, speaking, reading comprehension, and writing. Classroom activities

includes individual and group work and were complemented by compulsory homework

exercises. Short summaries of the material covered were provided at the end of each

thematic unit.

At the end of the second part of the course (after the fourth semester) students had the final

exam.

Materials used:

Materials prepared by the faculty.

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Communication Studies

A two semester course focused on introducing students to human communication and

communication science. Students worked on personal and public communication:

communication contexts, methods and themes, where they had to understand different

communication fields, sub disciplines and theories and history of communication theory.

The course showed the introductory discourse on public communication and the theory of

communication. The students were introduced to different codes, levels, methods and

means of communication, as well as different theoretical approaches to its analysis and

study. Basic elements of communication process have been considered, as well as

elementary terms and approaches to the theory of communication. Students also considered

certain general and special theories of communication. Basics from the methodology of

communicational research have been exhibited, and the students have been introduced to

the discussion of interpersonal connection and the role of communication, language, media,

culture and society.

Students worked on:

Communication codes. Language, meaning and communication. Nonverbal, visual,

interpersonal communication.

Public communication and rhetoric.

Mass communication theories. Revision and consolidation.

Media and society. Social constructionism, role of the media, public sphere.

Globalization/localization.

Political communication in a time of crisis: the case of Bosnia and Herzegovina. Guest

speakers: Mr Tanja Topi and Aleksandar Trifunovi.

Stuart Hall: Representations and identities.

Critical/cultural media theories

Internet and the new media.

Dream Job. Documentaries and turbo folk.

Materials used:

Stanley Baran and Dennis Davis: Mass Communication Theory: Foundations,

Ferment, and Future, Wadsworth.

Aleksandar Bogdani: Komunikologija: vodea paradigma, Beograd: igoja

tampa.

Other materials prepared by the faculty.

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Psychology

A one semester course aimed at study of psychology with the special focus on psychology in

teaching. The goal of the course was to help the students acquire the knowledge regarding

psychological life and processes, and learning about the basic terms of pedagogical and

developmental psychology, and about the personality and social psychology.

Students worked on understanding and acquiring the topics of study, development,

socialization, structure and dynamics of a person, as well as some of the more important

schools of thought on the way personality is understood. Students covered the topics of

Piaget theories of cognition development; development of morals of children and young

people, learning capabilities, realisation capabilities, memorizing and forgetting, transfer and

psychological conditions of learning; motivation and motivating a student; capabilities and

theories of capability; creating a successful communication and interaction in a class;

working with gifted students and with students with development and behaviour difficulties;

and methods and procedures of research in psychology.

Materials used:

Stojakovi P.,(2005) "Psihologija za nastavnike", Grafid, Banja Luka

iropaa, LJ. (2007), "Uvod u psihologiju". Beograd,

Hrnjica, S (1994), "Opta psihologija sa psihologijaom linosti". Beograd, Nauna

knjiga

Andrilovi, V., udina, M.(1988), "Psihologija uenja i nastave". Zagreb. kolska

knjiga.


Pedagogy

A one semester course focusing on the methodologies, principles and positive practice in

teaching in general. Students worked on understanding and applying basic knowledge

regarding the formal and informal upbringing and education. First of all, students were

introduced to the work inside and outside the classroom that they need to do in order to pass

the course, as well as to the methodology of studying pedagogy as a science of teaching.

The students were introduced to the meaning of the word pedagogy, and to its firm roots in

scientific method; its history and current status. Bringing people up, or educating them, as a

special process and activity was studied in different areas, such as intellect, work, physical

education, morals and aesthetics. Students had to master the principles of pedagogical

counselling, and to learn about methods, techniques and instruments of pedagogical

research.

The role of school was also explained, and the specific goals of the education inside the

class of students, and what is the role of the teacher as a leader of his own class of

students. Besides this, students had to work on and discuss the topic of the cooperation of

school and a family as two different education units, as well as work on understanding what

is the role and purpose of the school education. Students worked on understanding the

teaching plan, various factors included in the education process, as well as the teaching

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methods and types, and also the different systems of teaching, and what are the stages of a

teaching process.

Finally, the students worked on systematisation of the materials and discussed the future

projections of teaching.

Materials used:

Brankovi, D., Ili M.: Osnovi pedagogije, Banja Luka, 2003

Suzi, N.: Pedagogija za XXI vijek, Banja Luka, 2005

Other scripts and materials prepared by the faculty

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Year Four

English Language IV English linguistics

English language IV English linguistics was the final part of the comprehensive eight

semester course which, along with its complementing subjects, was the basis of the English

language course.

English language IV English linguistics, on the one hand, completed the description of the

contemporary English language by strengthening and extending the knowledge from

phonetics, phonology, morphology, morphosyntax, syntax, history of language, but also

semantics, discourse analysis and pragmatics (communication science), but, on the other

hand, represented a comprehensive introductory discourse on contemporary theoretical

linguistics. The matter which was strengthened and extended included the structure and

phonological rules of English phonetic system, morphology and syntax of English word,

phrase and clause, with the discourse extended with the basic concepts of analyses of the

language history, semantics, socio-linguistics, communication theory and psycho- and

neurolinguistics. The goal of the course was to, through a discourse on various aspects of

the class, offer the students a comprehensive description of the modern, contemporary

English language and to serve as an introduction into theoretical research of various

language aspects.

The goal of these classes was to have students reinforce and extend their existing practical

and theoretical knowledge of English language and to have them acquire a comprehensive

overview of the structure, semantics, pragmatics and study of various aspects of English

language and linguistics.

Topics covered:

Introduction to the final language discourse: various aspects of language study and

communication; overview of main linguistic categories and concepts; discourse on language

structure.

Phonetics and Phonology: structure of the phonetic system of English language; basic

phonological concepts and principles; rules of phonology.

Morphology: overview of morphological terms, categories, principles and theories;

derivational and inflective morphology of English language; morphosyntax of English

language.

Syntax: overview of syntax categories, concepts and principles; syntax of English syntagm;

syntax of English clause; contemporary theoretical approach to syntax analysis.

Semantics: overview of the semantic categories, concepts and principles; semantics and

grammar, semiotics, logic and lexicography; meaning, significance and reference; semantic

structure of English language; semantics, pragmatics and general semantics; goals and

dilemmas of semantic theory.

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Language and society: language, society and culture; language variations and styles;

variations, dialects, styles (codes) in English language; language and thoughts, language

and identity.

Language changes: origins and language development; nature of language changes,

language families; linguistic theory of English language; graphology.

Communication science: models and theories of human communication; pragmatics of

communication; discourse analysis; psychology of language and communication.

Language and mind: acquiring a language knowledge; language and human brain.

Final discourse (facultative): short overview of the development of linguistics through

history; applied and theoretical linguistics; scientific methods in linguistics; linguistic and

communicational knowledge (of English language); linguistics and other disciplines; goals,

range, extent and dilemmas of modern linguistics.

Practice classes:

Linguistic practice: Linguistic practice classes followed the classes and were based on the

analysis of the teaching units on a text and in speech, in English and other languages. The

goal of these practice classes was to reinforce and extend the matter from the classes and

to acquire practical knowledge needed to use them in communicational processes and in

theoretical discourses on language.

Translation to English: On the translation practice classes students worked on translating

various types of discourses from Serbian into English language, by using the knowledge of

English language in a practical way. Besides testing and reinforcing the acquired

grammatical and pragmatic knowledge from previous courses, a special attention was given

to using the appropriate registrar during translation of certain kinds of texts. From the

viewpoint of lexis, the accent was on using the widest word fund possible, and using the

words, terms, idioms and collocations as precise as possible. During the course students

intensively worked on translating a large body of text (a long essay, a story, a short novel, or

a part of a novel).

Translation to Serbian: On the translation practice classes students worked on

grammatical, lexical and style analysis of texts in English language, and translating them to

Serbian language by using corresponding structures, lexis and style. The goal of these

classes was to practice the understanding of various complex sentence structures and

registrars in English language, comparing the language structure of clauses and discursive

style in English and Serbian language, extending the active dictionary of the students and

translating phrases, idioms and language structures and styles to Serbian language.

Lector classes: On these classes students practiced writing essays and having


with a special accent on topics from literature, philosophy, linguistics, communication theory,

psychology and sociology. Topics were also based on topics and literature discussed in

English Language IV English linguistics classes. The goal of the conversation classes was

to have students completely master using various functional styles in one of the two

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dominant English dialects (American or British English) in spoken English language

syllabus of english language and literature course

Documents