Used until 2012*

Syllabus
List of exams, short explanations
and materials used during the
course

Faculty of Philology
UNIVERSITY OF BANJA LUKA

*Check page 6 - Bologna Declaration in Bosnia and Herzegovina

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

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.

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.

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.

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
5

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.

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:
7

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
8

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.

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
10

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 literarytheoretic 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

11

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
University Press, 2004.
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.
12

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.
13

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

14

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
15

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
16

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;

17

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.
Analysed literature:
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
18

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
University Press, 2004.
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
19

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;
Other scripts and materials prepared by the faculty.

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.

20

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.

21

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).
Other scripts and materials prepared by the faculty.

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:

Scripts and materials created by the faculty.

22

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

23

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
conversations in English language. Conversation topics focused on various life situations,
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 nonfinite, 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
24

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.
25

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.
Analysed 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, SelfReliance, 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
26

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.
27

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.

Scripts and materials created by the faculty.

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
conversations in English language. Conversation topics focused on various life situations,
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
33

dominant English dialects (American or British English) in spoken English language, and to,
along with a rich fund of words, phrases and collocations, acquire a high level of
communicational ability for the everyday, but also intellectual conversation from various
topics of science and culture. Essay writing practice was aimed towards training the students
to express themselves in a grammatically, lexically, stylistically and logically impressive way
in English language, by using all of the forms of rhetoric, especially argumentation and
narration.

Materials used:

Akmajian, A., Demers, R. A. & Harnish, R. M., 1997, Linguistics: An introduction to

language and communication, Cambridge, Massachusetts, The MIT Press;
Radford, A., Atkinson, M., Britain, D., Clahsen, H. & Spencer, A., 1999, Linguistics:
An introduction, Cambridge, Cambridge University Press;
Demers, R. A. & Farmer, A. K., 1988, A Linguistic Workbook, Cambridge,
Massachusetts, The MIT Press;
Hurford, J. R. & Heasley, B., 1995, Semantics: A course-book, Cambridge,
Cambridge University Press;
Aarts, B., 1997, English Syntax and Argumentation: Functions and Categories in
Sentence Analysis, Oxford, Pergamon Press;
Adger, D., Pintzuk, S., Plunkett, B. & Tsoulas, G. (Eds.), 1999, Specifiers: Minimalist
approaches, Oxford, Oxford University Press;
Asher, R. E. (Ed.), 1994, The encyclopaedia of language and linguistics, Oxford,
Oxford University Press;
Austin, J. L., 1976, How to do things with words, Oxford, Oxford University Press;
Baugh, A. C., & Cable, T., 1987, A history of English language, London, Routledge;
Benson, M., 1990, Srpskohrvatsko-Engleski renik, Beograd, Prosveta;
Bogdani, A., 1996, Komunikologija: Vodea paradigma, Beograd, igoja tampa;
Bryson, B., 1990, The Mother tongue, New York, William Morrow;
Chomsky, N., 1965, Aspects of the theory of syntax, Cambridge, Mass: The MIT
Press;
Chomsky, N., 1995, The minimalist program, Cambridge, Mass: The MIT Press;
Chomsky, N., & Halle, M., 1968, The sound pattern of English, New York, Harper &
Row;
Cowie, A. P., Mackin, R. & McCaig, I. R., 1995, Oxford dictionary of English idioms,
Oxford, Oxford University Press;
Crystal, D., 1997, The Cambridge encyclopaedia of the English language,
Cambridge, Cambridge University Press;
Crystal, D., 1992, A dictionary of Linguistics and Phonetics, Oxford, Blackwell;
Crystal, D., 1987, The Cambridge encyclopaedia of language, Cambridge,
Cambridge University Press;
Eastwood, J., 1995, Oxford guide to English grammar, Oxford, Oxford University
Press;
Filipovi, R., 1996, Englesko-Hrvatski rjenik, Zagreb, kolska Knjiga;

34

Frank, M., 1972, Modern English: A practical reference guide, Englewood Cliffs, New
Jersey, Prentice Hall;
Gramley, S. & Patzold, K., 1996, A survey to modern English, London, Routledge;
Gimson, A. C., 1980, An introduction to pronunciation of English, London, Edward
Arnold;
Graver, B. D., 1992, Advanced English practice, Oxford, Oxford University, Press;
Greenbaum, S. & Quirk, G., 1995, A students grammar of the English language,
Harlow, Longman;
Halliday, M. A. K. & Hassan, R., 1976, Cohesion in English, London, Longman;
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 Language Teaching and Applied Linguistics, 1995, Harlow,
Longman;
Longman Pronunciation Dictionary, 1995, Harlow, Longman;
Longman dictionary of contemporary English, 1995, Harlow, Longman;
Lyons, J., 1977, Semantics, Cambridge, Cambridge University Press;
Matthews, P., 1993, Grammatical theory in the United States from Bloomfield to
Chomsky, Cambridge, Cambridge University Press;
Palmer, F. R., 1991, Semantics, Cambridge, Cambridge University Press;;
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J., 1994, A comprehensive grammar
of the English language, London, Longman;
Renkema, J., 1993, Discourse Studies, Amsterdam, Benjamin;
Roach, P., 1992, English Phonetics and Phonology: A practical course, Cambridge,
Cambridge University Press;
Robins, R. H., 1967, A short history of Linguistics, London, Longman;
Robins, R. H., 1967, General linguistics: An introductory survey, London, Longman;
Saussure, F. de, 1959, Course in general linguistics, New York, McGraw-Hill;
Searle, J., 1969, Speech acts: An essay in the philosophy of language, London,
Cambridge University Press;
Spencer, A., 1991, Morphological theory, Oxford, Blackwell;
Swan, M., 1995, Practical English Usage, Oxford, Oxford University, Press;
Trudgill, P., 1983, Sociolinguistics: An introduction to language and society,
Harmondsworth, Penguin;

English Literature IV
A two semester course which was aimed to introducing the students with the English culture
and history in the XX century.
During the analysis several approaches were used (new criticism and formalistic analysis,
psychoanalytic analysis, structuralism, deconstruction, feministic analysis, postcolonial
analysis and others), with the accent on the historicism and pluralistic cultural analysis.
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The course was aimed at representing the reflections of the British historical and cultural
events in the literature of the XX century. Students were introduced to the main movements,
most important writers and literary works of the XX and XXI century.
The historical and cultural background included the early twentieth century: from 1900 to
mid-century; the Edwardian period; World wars; Marx, Einstein, Freud and Modernism; The
place of women; Avant-garde and Mass culture; Ireland; Ideology and Economics in the
1930s and 1940s; Literature and Empire; The English language in the early twentieth
century; Period after the WWII (The end of the war and the Coming of the Welfare state;
Ireland, Scotland, Wales; The history of the English language)
Analysed literature:
Joseph Conrad (Heart of Darkness);
War poets: Siegfried Sasoon (Blighters, They, The Hero, The General); Rupert Brooke
(The Old Vicarage, Grantchester; The Dead; The Soldiers); Wilfried Owen (Dulce et
Decorum Est; Futility; Anthem for Doomed Youth; Strange Meeting);
William Butler Yeats (When you are old; Easter, 1916; Sailing to Byzantium, The Second
Coming; Leda and the Swan; Among School Children; Politics);
Imagism:
Ezra Pound (In a Station of the Metro; Alba; L'Art, 1910);
H. D. (Oread; The Pool);
Thomas Stearns Eliot (The Love Song of J. Alfred Prufrock; The Wasteland; Four Quartets;
The Hollow Men; Marina; Whispers of Immortality; Tradition and Individual Talent);
David Herbert Lawrence: (Sons and Lovers; Lady Chatterley's Lover);
Virginia Woolf (Miss Dalloway; To the Lighthouse; Modern Fiction);
James Joyce (Dubliners - The Sisters, Eveline, The Dead; A Portrait of the Artist as a
Young Man; Ulysses - fragments from Proteus, Calypso, Circe, Penelope);
Edward Morgan Forster (A Passage to India);
Aldous Huxley (Point Counter Point; Brave New World);
Kingsley Amis (Lucky Jim);
William Golding (Lord of the Flies);
Stevie Smith (Mother, Among the Dustbins; Not Waving but Drowning; The New Age);
George Orwell (1984);
Samuel Beckett (Waiting for Godot);
W. H. Auden (Musee Des Beux Arts; The Unknown Citizen; Funeral Blues; Spain 1937;
Lullaby);
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Philip Larkin (Church Going; Annus Mirabilis; Deceptions),

Ted Hughes (Theology; Wodwo; A Childish Prank);
Harold Pinter (The Dumb Waiter);
Doris Lessing (The Fifth Child);
Late Twentieth Century Poetry and Beyond: Seamus Heaney (Digging, The Wife's Tale;
Punishment); Paul Muldoon, Carol Ann Duffy, Joe Shapcott.
Materials used:

Joseph Black, "The Broadview Anthology of British Literature, volume 6: The

Twentieth Century and Beyond", Toronto, Broadview Press, 2006

Veselin Kosti, "Engleska Knjievnost III", Svjetlost, Sarajevo, 1991.

Svetozar Koljevi, "Engleska poezija XX veka"
Svetozar Koljevi, "Engleski roman XX veka"
Tatjana Bijeli, "Eight Contemporary British Poets", Zadubina Petar Koi, Banja
Luka, 2008.

Michael Levenskon, "The Cambridge Companion to Modernism", Cambridge,

Cambridge University Press, 1999.

Jesse Matz, "The Modern Novel: A Short Introduction", Oxford, Blackwell Publishing,
2004.

Chris Baldick, "The Oxford English Literary History, volume 10: 1910-1940: The
Modern Movement", Oxford, Oxford University Press, 2004.

Randall Stevenson, "The Oxford Literary History, volume 12: 1960-2000: The Last of
England?", Oxford, Oxford University Press, 2004.

Applied Linguistics
A one semester course where students were introduced to the basic theories of acquisition
of the first and foreign languages, methods and approaches to learning a foreign language,
as well as to the basic terminology of applied linguistics.
The goal of the course was to introduce the students to the elements needed to be taken
into consideration when planning the English language teaching in schools, forms of
teaching, language skills needed to be included in the teaching process and presenting them
in classes of elementary schools and high schools.
Also, the students were introduced to the basic terminology in testing and evaluating a
foreign language knowledge. Students worked in high detail on understanding elements that
need to be taken into account when evaluating English language as a foreign language in
teaching the language systems and skills. Students were trained in both practical and
theoretical way in evaluation of English language knowledge in various teaching contexts,
primarily in elementary and high schools.
37

Students were encouraged to think in a critical way, both during and outside the classes and
to discuss, actively and with certain degree of confidence, the language teaching methods,
and about learning and acquiring a new language with their colleagues. Besides actively
taking part in interactive classes and seminar discussions, the students were expected to
independently research the theory and practice outside their classes, and to submit oral and
written reports. In classes, and individual and group consultations, students were helped to
understand the basic methodology and research in language acquisition. Students practiced
writing a study plan by using what they have learned, simulating classroom environment and
critical evaluation. The focus was placed on the developing the skill of using the newlylearned lessons and models in a practical way.

Topics covered:
Theories of 1st language acquisition; Theories of 2nd language acquisition
Methods of language teaching a historical survey; Current methods in language teaching
Factors influencing language learning; the teaching process: presentations, explanations
and practice activities; Class observation
Describing learners, teachers, learning contexts
Mistakes and feedback
Lesson planning
Teaching Pronunciation; Teaching Grammar as a Product and a Skill; Teaching Grammar as
a Process; Teaching Vocabulary; Training Good Vocabulary Learners
Productive Skills; Receptive Skills
Teaching Speaking; Teaching Writing; Teaching Listening; Teaching Reading; Teaching
ESP English for special purposes
Using the Internet in ELT
Introduction to testing, grading and evaluation. Defining a construct; principles and types of
evaluation.
Methods and techniques in foreign language evaluation.
Evaluation by teachers, colleagues, and self-evaluation.
Evaluation of pronunciation; of grammar; of vocabulary.
Evaluation of production skills speaking; writing; Evaluation of receptive skills listening;
reading; Evaluation of integrated skills.
Evaluation of general English language and evaluation of vocation language English for
special purposes (ESP).

38

Materials used:

Lindsay C. and P. Knight. (2006). Learning and Teaching English: A Course for
Teachers, Oxford: Oxford University Press;
Ur, P. (1996). A Course in Language Teaching: Practice and theory, Cambridge:
Cambridge University Press;
Ur, P. (2007). A Course in Language Teaching: Trainee Book, Cambridge:
Cambridge University Press;
Davies, P and E. Pearse. (2000). Success in English Teaching, Oxford: Oxford
University Press;
Scrivener, J. (2005). Learning Teaching, Oxford: Macmillan Publishers;
Harmer, J. (2007). The Practice of English language Teaching, Harlow: Pearson
Education Limited;
Brown, H. D. (2000). Principles of Language Learning and Teaching, 4th. ed,
Englewood Cliffs, NJ: Prentice-Hall;
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to language
Pedagogy, New York: Longman;
Bachman, Lyle (1991) Fundamental Considerations in Language Testing, Oxford:
Oxford University Press;
Bachman, Lyle & A.S. Palmer (1996) Language testing in Practice: Developing
Useful Language Tests. Oxford: Oxford University Press;
Cohen, Andrew D. (1994). Assessing Language Ability in the Classroom, Boston
Massachusetts, Heinle Heinle Publishers;
Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, teaching, assessment, Cambridge, Cambridge University
Press.

39