Bachelor's seminar 4100-6SSEMDYP
The aim of the diploma/bachelor's seminar is for the student to independently prepare a complete diploma thesis in consultation and cooperation with the supervisor and under his/her supervision.
During the diploma/bachelor's seminar, the student plans and writes individual components of the thesis under the supervision of the thesis supervisor (thesis topic, abstract of the thesis with a preliminary bibliography, work plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the thesis with bibliography, practical chapter of the thesis, documentation of the didactic project , attachments) and submits them in accordance with the seminar schedule. The student receives feedback from the thesis supervisor, who reads, analyses and assesses the texts submitted by seminar students. The texts are either accepted or returned for revisions based on supervisor feedback. The diploma/bachelor's thesis is planned and written during the course, not after its completion. The diploma/bachelor's seminar is conducted in one of three languages - English, French or German. Students prepare bachelor's theses in the language in which the seminar they attend is conducted.
The aim of the seminar lecture is to equip the student with the knowledge and skills needed to plan and write the individual components of the work (thesis topic, abstract of the work with a preliminary bibliography, thesis plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the work with bibliography, practical chapter of the work , documentation of the didactic project, attachments). During the lecture, the student becomes familiar with the structure of the diploma thesis and its components. The students also learn about the formal requirements for a diploma/bachelor's thesis and the techniques of writing an academic thesis, i.e.: gathering and analysing academic sources/ literature, documenting and citing sources in the text, preparing a bibliography, editorial techniques and citing conventions, principles of editing an academic text in a foreign language, issues of plagiarism, principles of description and documentation of the teaching process. The seminar lecture is conducted in Polish. Students can also optionally prepare assignments in the language of the diploma/bachelor's seminar they are attending.
The thematic scope of the bachelor's seminar is determined by the supervisor in the seminar description. The topics of bachelor's theses are determined by the seminar students in consultation and cooperation with the supervisor and accepted by the supervisor within a designated deadline.
Term 2023L:
Celem seminarium dyplomowego/licencjackiego jest samodzielne opracowanie przez studenta kompletnej pracy dyplomowej w porozumieniu i we współpracy z promotorem oraz pod jego/jej nadzorem. |
Type of course
B.Sc. seminars
Mode
Prerequisites (description)
Course coordinators
Assessment criteria
Assessment methods and criteria are the same for all seminar groups.
The condition for passing the seminar is passing both courses/subjects: diploma/bachelor's seminar and seminar lecture with a positive grade.
The final grade is issued and entered into USOSweb by the thesis supervisor in consultation with the teacher in charge ov the seminar lecture according to the following conversion rate:
1) diploma/bachelor's seminar constitutes 65% of the final grade,
2) classes preparing for the seminar constitutes 35% of the final grade*,
The student receives credit in each semester based on:
- attendance at classes (absence limit is indicated in the course description for a given seminar group by thesis supervisors),
- preparation and active participation in offline and online classes,
- completing tasks not online and offline on time and in accordance with the instructions, within the deadlines designated in the seminar schedule,
- obtaining positive grades for individual tasks, and in particular for the preparation of individual thesis components assessed in a given semester.
Criteria for assessing students' tasks and works (may vary depending on the nature of the task):
- timely completion of the task,
- compliance with the instructions (also in terms of formatting),
- completeness,
- clarity and logic of the argument,
- thoroughness and quality of argumentation,
- organization of content and compliance of the content with the topic of the work,
- number, selection and documentation of sources (APA, MLA style, respectively),
- correctness of the description of the didactic project and conclusions as well as completeness of the documentation of the research and conclusions report,
linguistic correctness (style, grammar, vocabulary, spelling), including the correct use of the academic register.
A detailed description of the diploma thesis along with the formal requirements can be found in the resolution of the Centre's Didactic Board.
Practical placement
not applicable
Bibliography
Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann.
Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–366.
Allwright, D, Hanks J (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In , M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 489–498). Boston: Heinle & Heinle.
Burns, A. (2019). Action research: developments, characteristics and future directions. In A. Benati &, J. W. Schwieter (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge: Cambridge University Press.
Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, vol II. (pp. 237–253). New York: Routledge.
USOSweb: Szczegóły przedmiotu: 4100-5SSEMDYP, w cyklu:
Strona 1 z 5 29.11.2021 17:57
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Burns, A .(2007). Action research: contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (pp. 987–1002). New York: Springer.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Free- man, & J. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press.
Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
Cirocki, A., & Farrell, T. S. C. (2017a). Reflective practice in the ELT classroom [special issue]. The European Journal of Applied Linguistics and TEFL, 6(2).
Cirocki, A., & Farrell, T. S. C. (2017b). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23.
Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2).
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Freeman, D. & Richards, J. C. Richards (1996). Teacher learning in language teaching (Eds.). New York: Cambridge University Press. Hinkel, E. (2005). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2011). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2016). Handbook of research in second language teaching and learning. New York: Routledge.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Wallace, M. J. (1998). Action research for language teachers. Cambridge. Cambridge University Press.
Pozostałe pozycje wiążą się ściśle z tematami seminariów i są proponowane przez poszczególnych promotorów.
Term 2023L:
Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann. |
Notes
Term 2023L:
- |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: