Dr. Mónos Katalin / Courses taught

COURSES IN THE BA PROGRAMME
AN10001BA/AN18002BA Developing Reading Skills (First year)

  • The course introduces students to a variety of authentic texts and reading task types, with the aim of helping them to develop efficient reading techniques in a foreign language. All the passages are taken from contemporary British and American sources and cover text types ranging from brochures to newspaper/magazine articles to film and book reviews. The accompanying reading tasks are to help students in their preparation for the English Yardstick Exam (EYE). Thus practice is provided in reading skills such as prediction, reading for the general idea, reading for specific and detailed information, understanding text organization, reference, inference, and deducing meaning from context. Vocabulary building as appropriate to the topics of the sessions also forms an integral part of the course.

AN41213 Developing Listening and Speaking Skills (First year)

  • The course provides training in the aural-oral (listening and speaking) skills the mastery of which is indispensable for students studying English at an advanced level. Focus is laid upon the listening and speaking micro-skills that university students are most likely to need, e.g.: listening for gist, listening for detailed information, recognising discourse markers, deducing meaning from context, arguing, debating, giving presentations, listening to lectures, note-taking, etc. With the activities providing practice in guided note-taking, sentence completion, multiple choice and matching tasks, the course will help students to prepare for the EYE exam. Vocabulary building as appropriate to the topics covered at the sessions also forms an integral part of the course.

AN34004BA Language in Society (Lecture, third year)

  • The introductory lecture course highlights central topics in sociolinguistics, ranging from dialect and language variation to linguistic and social inequality. In so doing, it investigates the link between language use and a variety of situational and personal factors. Situational variation in language use is discussed in the framework of ‘diglossia’ in its broadest sense, while the personal factors to discuss include age, gender, ethnicity and social class. Social consequences likely to derive from the variation of language use of the individual are also highlighted.

AN34002BA01 Individual Learner Differences in Second Language Acquisition (Third year)

  • Learning efficiency can be greatly enhanced if individual learner differences (ILD) are recognised, assessed and improved to the extent that it is possible. The course aims to introduce participants to the concept of individual learner differences and raise their awareness of the importance of these variables in affecting learning outcomes.

COURSES IN THE TEACHER TRAINING MODULE, 5-YEAR PROGRAMME
ANTK49300 ELT Methodology Lecture (fourth year)

  • The lecture course aims to familiarise students with the most recent theories and practices of FL teaching provided by the communicative and post-communicative approaches to language teaching. Besides introducing the currently available alternatives to handling various aspects of the foreign language (i.e.: language systems, language skills) in the classroom, the course also aims to develop students’ critical thinking towards teaching, learning and testing English.

ANTK49307 ELT Methodology Seminar (fourth / fifth year)

  • While designed to be entirely practical in nature, the course introduces trainees to the fundamentals of lesson and classroom management and highlights principles behind selecting and applying various ways of teaching vocabulary, structures and the major language skills. Students will try out and observe their peers trying out some of the ideas and classroom techniques introduced in the ELT Methodology lecture as well as the seminar.

ANTK49310 Classroom Studies (fifth year)

  • The course invites students to apply theory to practice. On the one hand, they are expected to reflect critically on the school experience they are gaining during their teaching practice (TP) and to come to a closer understanding of what effective teaching means in the Hungarian context. On the other, they will be introduced to a variety of teaching techniques and materials, and will be expected to evaluate these in the light of their practical application in the Hungarian school environment.

COURSES IN THE UGRADING PROGRAMME
ANL40005 Sociolinguistics

  • The seminar investigates some of the ways in which language use in all speech communities has been found to vary due to both situational and personal factors. The discussion of situational variation in language use will be based upon the concept of ‘diglossia’ in its broadest sense, while the personal factors likely to discuss include age, gender, ethnicity and social class. The students being primarily practising language teachers, the relevance of sociolinguistic issues to language teaching are also discussed, and references are made to the Hungarian context whenever possible.

ANL40006 Individual Learner Differences in Second Language Acquisition

  • Individual learner differences, which may be cognitive or affective in nature, e.g.: learner strategies or motivation, have a profound effect on learning outcomes. The course introduces the concept of individual learner differences in a widely-accepted theoretical framework, raises awareness of their importance, and familiarises participants - mainly practising language teachers - with the tools that make the assessment of these variables possible. In addition, ways of making language acquisition more effective through the manipulation of individual learner differences are also looked at.

COURSES IN THE ENGLISH BY DISTANCE LEARNING PROGRAMME

ANT310 Language Pedagogy 2

  • Language pedagogy is the study and analysis of language teaching methods. As such it is directly concerned with what goes on in the classroom. Similarly to Language Pedagogy 1, this module examines the major questions associated with language teaching. Thus it asks participants to reflect on what they teach, how and why. In doing so the course introduces a wide variety of principles behind different language teaching methodologies and attempts to widen the number and range of options available to classroom teachers.
  • Language Pedagogy 2 represents the second part of a two-module course which has been conceived as a coherent whole. Whereas the main focus of the first module is on the methodology of teaching the language systems, the second examines language skills. Most units therefore deal with the principles and practice of dealing with the receptive and the productive skills, while the last unit has been devoted to the integration of cultural issues into foreign language classrooms with the aim to develop intercultural competence.

FULL-TIME MA COURSE FOR TEACHERS OF ENGLISH

  • AN1080MA English Language teaching methodology 1
  • AN1090MA English Language teaching methodology 2
  • AN1100MA Classroom Practices in Focus

COURSES IN THE CORRESPONDENCE MA FOR TEACHERS OF ENGLISH
ELT Methodology 2

  • The course aims to familiarise students with the most recent theories and practices of FL teaching. Besides providing updated information on the alternatives to handling various aspects of the foreign language (i.e.: language systems, language skills) in the classroom, the course will invite students to look at the ways of developing intercultural competence and aims to promote participants’ critical thinking towards learning, teaching and testing English.

Classroom Practices in Focus

  • The course aims to raise students’ awareness of the factors that make FL teaching successful and effective for a variety of student groups in the Hungarian context; furthermore, to develop their analytical and critical thinking and presentation skills. Designed for practicing teachers with an understanding of the basic issues of ELT methodology, the course will revise and take a fresh look at the questions of English language teaching. Each session will be devoted to the analysis and evaluation of procedures and techniques applied in order to develop various aspects of communicative and intercultural competence. Input for the awareness-raising exercises and discussions will be provided by readings from the relevant literature, students’ presentations, and videoed lesson extracts.

Language Awareness

  • The course sets out to investigate the status of grammar within language teaching and learning arguing that formal teaching of it is needed in the communicative approach as well. Course participants will have ample opportunities (i) to analyze structures for teaching purposes through language awareness raising activities, (ii) to explore areas of special difficulty for the L2 learner and discuss their implications for the classroom. Also, they will be equipped with a variety of techniques and activities to handle grammar, and the ways of presenting and practising structures within the communicative framework.

COURSES TAUGHT EARLIER IN THE 5-YEAR PROGRAMME

  • Communicative Language Teaching (teacher training module, 5th year)
  • Learning Styles and Strategies (Applied Linguistics track)

COURSES TAUGHT EARLIER IN THE CENTRE FOR ENGLISH TEACHER TRAINING (CETT)

  • Skills Development Class
  • Grammar Practice
  • Communicative Language Teaching
  • Communicative Grammar Teaching
  • Learner Training

COURSES TAUGHT EARLIER IN THE DISTANCE LEARNING PROGRAMME

  • Applied Linguistics Foundation Module
  • Language Pedagogy 1
Last update: 2023. 06. 08. 11:03