Course outlines
Course outlines
Click on the course titles below to go to the course outlines.
1 An overview of the obligatory courses
Course title |
Instructor(s) |
| Focus on Language Pedagogy and English Applied Linguistics 1: The Language Learner and Learner Language - An overview | Albert Ágnes or Brózik-Piniel Katalin |
| Focus on Language Pedagogy and English Applied Linguistics 2: Focus on the language teacher - An overview | Illés Éva |
| Research design and statistics | Csizér Kata |
| Research seminar 1 | Károly Krisztina |
| Research seminar 2 | Csizér Kata |
| Research seminar 3 | Holló Dorottya |
| Research seminar 4 | Holló Dorottya |
2 An overview of the elective courses
Here, the courses are presented in a thematic grouping, while below, the course outlines are presented alphabetically.
Applied linguistics:
Course title |
Instructor |
| Corpus linguistics | Wind Attila |
| Discourse analysis | Károly Krisztina |
| Educational technologies and AI in language pedagogy | Fekete Imre |
| Introduction to sociolinguistics | Eitler Tamás |
| Multimodal discourse analysis | Eitler Tamás |
| Research models in discourse and translation studies | Károly Krisztina |
| Researching digital literacies | Tartsay Németh Nóra |
| Researching English for academic purposes | Tankó Gyula |
| Researching ESP discourse | Károly Krisztina |
| Spoken interaction | Reményi Andrea |
| Terminology in translation and research | Fischer Márta |
| English as a lingua franca and English language teaching | Illés Éva |
| Sociolinguistics | Reményi Andrea |
| The pragmatics of language use and teaching | Illés Éva |
| Psycholinguistics | Albert Ágnes |
| English-Hungarian interlanguage | Dávid Gergely |
Culture and intercultural communication:
Course title |
Instructor |
| Researching intercultural communication | Holló Dorottya |
| Teaching culture through language | Holló Dorottya |
| Language education for intercultural competence development | Lázár Ildikó |
Educational management and policy:
Course title |
Instructor |
| Multilingualism in the European Union | Fischer Márta |
Research methods and presentation of research:
Course title |
Instructor |
| Advanced statistics | Csizér Kata |
| Complex dynamic systems theory in applied linguistics research | Brózik-Piniel Katalin |
| Finding your voice: Effective conference presentations | Zólyomi Anna |
| How to write and publish a research paper? | Károly Krisztina |
| Innovative research strategies and analytical techniques | Brózik-Piniel Katalin |
| IRT applications | Dávid Gergely |
| Language test validation | Dávid Gergely |
| Oral and written scientific argumentation | Tankó Gyula |
| Qualitative research design | Albert Ágnes |
| Research ethics: Considerations before data collection | Zólyomi Anna |
| Start writing your dissertation! | Zólyomi Anna |
| Structural equation modelling: A multivariate tool to analyse quantitative data | Csizér Kata |
| Theoretical foundations of pedagogical research | Illés Éva |
Teaching, learning and teacher education:
Course title |
Instructor |
| Aspects of vocabulary acquisition and teaching | Dóczi Brigitta |
| Classroom assessment in language education | Lázár Ildikó |
| Group facilitation | Szesztay Margit |
| Individual differences in second language learning | Brózik-Piniel Katalin |
| Integrated language assessment | Tankó Gyula |
| Language learning autonomy and self-regulation | Csizér Kata |
| Second language motivation: Theories and the classroom | Csizér Kata |
| Task-based language teaching | Albert Ágnes |
| Teaching and assessing language mediation skills | Tankó Gyula |
| Training the trainers | Pohl, Uwe |
Course descriptions of obligatory courses
Obligatory courses:
Albert Ágnes or Brózik-Piniel Katalin
The course provides an overview of the most salient issues in second language acquisition and foreign language learning. The course schedule is divided into three parts: Part One deals with Second Language Acquisition/Foreign Language Learning, Part Two focuses on the characteristics of Learner Language, and Part Three is centred around the Language Learner. The participants will get acquainted with the history and development of SLA theories, the acquisition process, the role of instruction, and the social and pragmatic aspects of acquiring a second or foreign language. The discussion on learner language includes interlanguage, language transfer, bilingualism, error analysis and some aspects of assessment. In the final part of the course, various aspects of the language learner are examined, such as individual differences, the social and cultural context of learning, and learner autonomy. The materials selected for the course combine theoretical overviews, basic, most often quoted studies and publications on recent research in the field. The course requires a substantial amount of reading and thorough preparation from class to class. The written assignment entails a literature review on a negotiated topic.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, participants will be able to:
· Describe key processes involved in acquiring a second or foreign language, including cognitive, social, and pragmatic aspects.
· Identify and analyze characteristics of learner language
· Summarize the role of instruction and assessment in SLA and foreign language learning.
· Discuss individual differences among language learners and the influence of social and cultural contexts on language learning.
a) skills
Participants will develop the ability to:
· Critically evaluate SLA theories and research findings.
· Conduct a literature review on a negotiated topic related to SLA or foreign language learning.
· Interpret and synthesize research studies to inform language teaching practices.
c) attitudes
By the end of the course, participants are expected to:
· Demonstrate openness to diverse theoretical perspectives and research methodologies.
· Value the role of social, cultural, and individual factors in language learning.
· Show commitment to evidence-based approaches in language teaching and learning.
d) responsibilities and autonomy
Participants will:
· Manage their own learning process, including selecting and reviewing relevant literature for the written assignment.
· Demonstrate autonomy in applying theoretical knowledge to practical and research contexts.
· Collaborate respectfully in academic discussions while maintaining accountability for individual contributions.
Core readings:
Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. Routledge.
Housen, A. Kuiken, F. & Vedder, I. (2012) (Eds.). Dimensions of L2 performance and proficiency: Complexity, accuracy and flu.ency in SLA. John Benjamins.
Gao X. (2019) (Ed.). Second handbook of English language teaching. Springer.
Further readings will be provided in the course syllabus.
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FOCUS ON THE LANGUAGE TEACHER: AN OVERVIEW
Illés Éva
This course complements the “Focus on the language learner” course in that it brings the other key player of the teaching/learning process, the teacher, to the fore. The issues concerning the language teacher, and the English language teacher in particular, include, among others, teacher cognition, teacher education, as well as the demands the global context of English language use and English as a lingua franca pose for teachers of English. In addition, participants will discuss the role and types of educational research as well as its relevance to classroom practice. Through the critical reading of the literature, the question of how research could better serve language pedagogy will also be addressed. Participants will carry out independent research within the framework of which they will relate the issues raised during the course to their own teaching experiences and contexts. Throughout, the aim is to develop independent and critical thinking, which is essential for both teachers and researchers in order for them to function as true professionals.
Learning outcomes
Knowledge
The participant gains knowledge of
· the main issues relating to the professional self and development of teachers.
· the expertise teachers need to possess as professionals.
· the theories that have informed Communicative Language Teaching.
· the connection between a particular approach/method and the theories of language use and learning that underlie it.
Skills
The participant is able to
· develop their problem sensitivity and problem-solving skills.
· find, understand and use relevant sources.
· identify the theories that underlie particular language teaching approaches and methods.
· select the theory or theories pertaining to their research.
· provide a synthesis of the relevant theories and create the theoretical framework of their research.
Attitude
The participant
· is committed to lifelong learning and continuous professional development.
· recognises the important role theory and research plays in their practice.
· is a reflective practitioner who has a critical attitude towards their own practice.
Autonomy/responsibility
The participant
· can apply their knowledge of theory and research under their own steam.
· can critically appraise the pronouncements and proposals made by researchers.
· can conduct pedagogical research autonomously and independently.
· is committed to cooperate with other educators and teacher associations.
Set texts
Borg, S. (2009) English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388.
Illés, É. (forthcoming). The importance of being theoretically earnest.
Medgyes, P. (2017). The (ir)relevance of academic research for the language teacher. ELT Journal, 71(4), 491-498.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Widdowson, H. G. (1984). The incentive value of theory in teacher education. ELT Journal, 38(2), 86-90.
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RESEARCH DESIGN AND STATISTICS SEMINAR
Csizér Kata
The aim of this course is to familiarise doctoral students with the fundamental principles of research design and statistical analysis in applied linguistics and language pedagogy. The orientation of the course is both theoretical and applied, guiding students through the full research process from formulating research questions to selecting appropriate data collection methods and conducting basic statistical analyses using SPSS. The topics covered include qualitative and quantitative research paradigms, case study research, interviews and verbal reports, experimental research designs, questionnaire construction, descriptive statistics, group comparison techniques (t-tests and ANOVA), correlation, and linear regression. Particular emphasis is placed on linking methodological choices to research questions and on preparing students to design and pilot empirical studies relevant to their PhD research. Students are required to complete readings, actively participate in classes, complete task sheets, take an SPSS-based test, and write a research proposal for a pilot study.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is familiar with the main research paradigms, methods, and designs used in applied linguistics and language pedagogy research.
· The student understands the principles of qualitative and quantitative data collection methods, including interviews, questionnaires, case studies, and experimental designs.
· The student has foundational knowledge of descriptive and inferential statistical procedures, including measures of central tendency, group comparisons, correlation, and linear regression.
b) skills
· The student is able to design a small-scale empirical study aligned with clearly formulated research questions.
· The student is able to construct questionnaires and collect qualitative and quantitative data in a methodologically appropriate manner.
· The student is able to conduct and interpret basic statistical analyses using SPSS and to report results in an academically acceptable format.
c) attitudes
· The student recognises the importance of methodological rigor and transparency in empirical research.
· The student is open to critical reflection on research design decisions and the limitations of different methodological approaches.
d) autonomy and responsibility
· The student is able to work independently on the design and preparation of a pilot study related to their PhD research.
· The student takes responsibility for preparing for classes, completing assignments, and developing methodological competence necessary for doctoral-level research.
Core readings
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum.
Salkind, N. J. (2000). Statistics for people who (think they) hate statistics. SAGE Publications.
Further readings will be provided in the course syllabus.
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These courses are taught by several of the tutors of the programme.
Research seminars should be taken up in the order designated by their numbers (Research Seminar 1–4). Obtaining credit for one research seminar is a prerequisite for taking up the next one (i.e., for instance, one should obtain a grade for Research Seminar 1 to be able to sign up for Research Seminar 2, etc.).
RESEARCH SEMINAR 1 - Semester 1
Károly Krisztina
Overall aims:
· provide training in research thinking, the application of research design, and the critical analysis of research studies;
· familiarise students with the conventions of writing and presenting for the academic community;
· create group cohesion and a sense of belonging to a broader community of researchers;
· widen students’ horizon and make them aware of broader and other issues than their own research interest.
Requirements:
· attendance and participation at the seminar;
· completion of home reading and home assignments;
· a seminar paper: a critical review of a research article of your own choice.
Seminar paper: critical review
Task: Write a critical analysis of a research article of your own choice in terms of its aim(s), research design, and most important outcomes. The paper may be selected from any English-language journal. The review should focus on both the positive and the negative aspects of the paper and relate to its content and form.
The criticism is expected to be based on the review criteria discussed in class and proposed by
Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford University Press. (pp. 80–81), and
Brown, J. D. (1988). Understanding research in second language learning. Cambridge University Press. Chapter 5.
Length of the review: between 2,000–2,500 words.
Assessment of seminar paper (critical review): Papers are double-marked by the tutors of Research Seminars 1 and 3, based on the following two main criteria:
(1) Content: (1a) Identification, summary of research topic + method (1b) Depth of analysis of the merits and weaknesses of the study: Abstract (vs. contents of article: Is it a correct summary?) Statement of purpose Review of literature (2) Form: (2a) Structure of review (presence and adequacy of the following parts): 1. Brief summary of article (topic, purpose, participants/materials, procedures, principal findings).
Selection of participants/materials Procedures Analysis (results, discussion, interpretation of findings) Conclusions 2. Detailed discussion of the merits and weaknesses of the study. 3. Overall evaluation of the article. (2b) Documentation (2c) Language use (academic style, accuracy)
The course intends to produce the following learning outcomes:
a) knowledge
· The student is able to approach the study of language pedagogy from different theoretical and research methodological perspectives.
· The student knows the diversity of knowledge about discourse, the (systematic, linguistic, cognitive, social and cultural) variability of discourse, and is able to interpret this knowledge.
b) skills
· The student is able to express oneself in a professional manner both in speech and writing in relation to discourse production and processing.
· The student knows the diversity of knowledge about discourse, the (systematic, linguistic, cognitive, social and cultural) variability of discourse, and is able to interpret this knowledge in an appropriate manner.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on the science of discourse as well as on the methods of conducting discourse-based research.
· The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
· The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
· The student is able to educate oneself in their special field in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth.
· The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Core readings:
Dörnyei, Z. (2020). Research methods in applied linguistics (2nd edition). Oxford University Press.
TESOL Quarterly Research Guidelines (2016). TESOL Quarterly, 50(1), 42-65.
Further readings will be provided in the course syllabus.
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RESEARCH SEMINAR 2 - Semester 2
Csizér Kata
The aim of this course is to familiarise doctoral students with the principles and practices of validation and piloting in empirical research, with particular emphasis on research instruments used in PhD dissertation studies. The orientation of the course is strongly research-driven and practice-oriented. The course focuses on the identification and effective use of relevant literature, the design, validation, and piloting of research instruments, and the analysis and presentation of pilot data. Students work intensively on instruments related to their own doctoral research and are expected to collect, analyse, and reflect on real data. The seminar format supports student-directed learning, peer feedback, and individual consultation throughout the research process. By the end of the course, students are expected to complete a validated or piloted instrument and produce a written output of publishable quality or equivalent academic standard.
The course intends to produce the following learning outcomes:
a) knowledge
· The student understands the theoretical foundations and methodological rationale of validation and piloting in empirical research.
· The student is familiar with key concepts related to instrument design, validity, reliability, and quality control in both qualitative and quantitative research.
· The student knows the main analytical approaches used in pilot studies, including qualitative data analysis and basic quantitative procedures related to reliability and factor analysis.
b) skills
· The student is able to design, pilot, and validate a research instrument appropriate to their doctoral dissertation project.
· The student is able to locate, critically evaluate, and integrate relevant literature to support methodological decisions.
· The student is able to analyse pilot data using appropriate qualitative and/or quantitative methods and to interpret the results in a methodologically sound manner.
· The student is able to present pilot and validation results clearly and coherently in written academic form.
c) attitudes
· The student adopts a reflective and critical attitude towards research instrument design and validation processes.
· The student values methodological rigor, transparency, and iterative refinement in empirical research practice.
· The student is open to professional feedback and peer collaboration as integral parts of the research process.
d) autonomy and responsibility
· The student is able to work autonomously on the validation and piloting of a research instrument related to their doctoral research.
· The student takes responsibility for planning, conducting, and documenting the pilot study and its outcomes.
· The student is capable of continuously developing methodological expertise through independent reading, data analysis, and reflection.
Core readings
Dörnyei, Z., & Dewaele, J. M. (2022). Questionnaires in second language research: Construction, administration, and processing (3rd ed.). Routledge.
Mackey, A., & Gass, S. M. (2021). Second language research: Methodology and design (3rd ed.).
Further readings will be provided in the course syllabus.
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RESEARCH SEMINAR 3 - Semester 3
Holló Dorottya
The general aim of this research seminar is to assist students in thinking about their dissertation research project and in preparing and writing up their formal research proposal, which is the written assignment for this course. In this seminar, the participants will work towards designing their doctoral research and writing up the research proposal, which is the main assignment of the course. After reading and analyzing research plans everyone will design their research and present it to the others.
The course aims to achieve the following learning outcomes:
a) knowledge
· The participants understand research approaches and philosophies.
· The participants can identify the elements of research as reflected in a research proposal.
b) skills
· The participants can design their proposed research in terms of research aims, research questions, methods and sources of data collection and methods of data analysis.
· The participants can present their research proposal in a conference type presentation with slides and a handout.
c) attitudes
· The participants approach their proposed research in a systematic and thorough manner paying attention to every detail.
· The participants understand and exercise responsibility in ethical issues and quality management.
d) autonomy and responsibility
· The participants can identify readings on the theoretical and empirical background of their research topics.
· The participants can work together with their supervisor and can take advice from their tutors, reviewers and peers.
Core readings:
Blaikie, N. (2010). Designing social research – The logic of anticipation. (2nded.) Polity Press.
Creswell, J.W. (2009). Research design – Qualitative, quantitative, and Mixed Methods Approaches (3rd ed.). Sage.
Hopkins, C. & Antes, R. (1990). Educational research. 3rd ed. Peacock Publishers.
Research proposals from our programme with the authors’permission:
Csépes Ildikó, Divéki Rita, Dóczi Brigitta, Elekes Katalin, Godó Ágnes, Esther Gutierrez Eugenio, Lázár Ildikó, Juliana Llanes, Menyhárt Adrienn, Bojana Petrić, Szabó Péter, Sopronyi Gréta, Szatzker Orsolya, Szerencsi Katalin
Research proposals from the University of California at Berkley with the authors’permission:
Meg Gebhard, Julie Kerekes, Wan Shun Eva Lam, Margaret Perrow
Other readings on content and methodology will be tailored to the participants’ needs as their project unfolds.
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RESEARCH SEMINAR 4 - Semester 4
Holló Dorottya
The general aim of this research seminar is
- to provide the opportunity to deal with the practicalities of research
- to give students the opportunity to conduct, present and write up research, in preparation for the dissertation proper
- to provide training in research thinking, the application of research design, and the critical analysis of research studies
- to provide feedback on the students' progress in preparing for their dissertation proposal
The course aims to achieve the following learning outcomes:
a) knowledge
· The participants understand the practicalities of research processes.
· The participants can identify the elements of research as reflected in a research proposal.
b) skills
· The participants can design the practicalities of their proposed research.
· The participants can predict and solve difficulties occurring in the research process.
· The participants can present their readings and experience concerning research methods for their own benefit and that of their peers.
c) attitudes
· The participants approach issues of research methodology in a systematic and thorough manner paying attention to every detail.
· The participants understand and exercise responsibility in ethical issues and quality management.
d) autonomy and responsibility
· The participants can identify readings on research methods and can make use of their readings for their own purposes.
· The participants can work together with their supervisor and their peers.
Core readings:
Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press. (selected chapters)
Brown, J. D., Rodgers, T. S.(2002). Doing second language research. Oxford University Press. (selected chapters)
Creswell, J.W. (2009). Research design – Qualitative, quantitative, and Mixed Methods Approaches
(3rd ed.). Sage.
Delamont, S, Atkinson, P and Parry, O (1999). Supervising the PhD. A guide to success. The Society for Research into Higher Education & Open University Press. (Chapter 5)
Denzin, N. & Lincoln, Y. (1994, 2000). Handbook of qualitative research. Sage.
Holló D., & Németh N. (2009). Ten years on: Applying the lessons of a research project in
thinking about the practicalities of research design. WoPaLP 3. (Working Papers in Language Pedagogy)
Maykut, P. & Morehouse, R. (1994). Beginning qualitative research. A philosophic and practical guide. London: The Falmer Press. (selected chapters)
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. London: Arnold. (selected chapters)
Pollard, A (1985). Opportunities and difficulties of a teacher-ethnographer: A personal account. In: Burgess, RG (Ed.), Field methods in the study of education. London: The Falmer Press.
and articles relevant to the participants’ research interest.
Course descriptions of elective courses
Applied linguistics
Károly Krisztina
The aim of this course is to familiarise students with the most prevailing theories and methods of Discourse Analysis (DA). The orientation of the course is dominantly theoretical and the topics covered involve the basic concepts and main issues in DA, a brief history of the field, the special features of analysing texts and the study of textual variables (i.e., the components of the science of text, larger patterns in discourse, text typologies, genres, cohesion and coherence, etc.), interaction and conversation analysis (e.g., conversational structure, conversation strategies, speech acts), institutional discourse and critical DA, multimodal analysis, and the relationship between DA and language teaching and translation as well as translator training. In addition, the course covers the discussion of research methods and potential problems related to the study of discourse (choice of data, means of data collection, methods of analysis, principal focuses of research, etc.). Students are required to do home reading and attend classes on a regular basis, give a short presentation on a particular topic of their choice, and write an essay on one of the topics discussed in the course. For the essay, they are encouraged to conduct analyses related to their PhD research.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is able to approach the study of discourse from different theoretical and research methodological perspectives.
· The student knows the diversity of knowledge about discourse, the (systematic, linguistic, cognitive, social and cultural) variability of discourse, and is able to interpret this knowledge.
b) skills
· The student is able to express oneself in a professional manner both in speech and writing in relation to discourse production and processing.
· The student knows the diversity of knowledge about discourse, the (systematic, linguistic, cognitive, social and cultural) variability of discourse, and is able to interpret this knowledge in an appropriate manner.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on the science of discourse as well as on the methods of conducting discourse-based research.
· The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
· The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
· The student is able to educate oneself in their special field in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth.
· The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Core readings:
Beaugrande, R. d., & Dressler, W. U. (1983). Introduction to text linguistics. Longman.
Johnstone, B., & Andrus, J. (2024). Discourse analysis (4th edition). Wiley-Blackwell.
Károly, K. (2024). Research methods in the study of linguistic mediation. Alkalmazott Nyelvtudomány / Hungarian Journal of Applied Linguistics, 2024(3), 15–43. doi:http://dx.doi.org/10.18460/ANY.K.2024.3.002
Further readings will be provided in the course syllabus.
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RESEARCH MODELS IN DISCOURSE AND TRANSLATION STUDIES
Károly Krisztina
This course builds on the Discourse Analysis course and aims to familiarise students with the most prevailing theories and analytical models applied for the in-depth study of discourse and translation. It intends to (1) provide a thorough theoretical background to analysis by reviewing various analytical models which may provide insights into the different aspects and levels of texts, (2) offer hands-on experience in investigating texts/translations to reveal the strengths and weaknesses of these approaches from both a theoretical and a research methodological perspective, and (3) point to the practical implications the analyses may yield for language pedagogy and/or translator training. Therefore some of the main topics to be included in the course involve a discussion of the key concepts and issues in the study of discourse and translation, an overview of the principal advances of text and translation research (ranging from linguistic to social and cognitive approaches and touching upon several language combinations and generic domains), a thorough discussion of several research models and their applicability in or revision for the study of particular text/translation types, the relationship between discourse analysis and translation studies, approaches to the study of translation as a special kind of discourse (re)production, etc. Students are required to do home reading and attend classes on a regular basis, give a short presentation on a topic of their choice, and write an essay on one of the topics discussed in the course. For the essay, they are encouraged to conduct analyses related to their PhD research.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is able to approach the study of discourse and translation from different theoretical and research methodological perspectives.
· The student knows the diversity of knowledge about original and translational discourse, the (systematic, linguistic, cognitive, social and cultural) variability of discourse, and is able to interpret this knowledge.
b) skills
· The student is able to express oneself in a professional manner both in speech and writing in relation to original and translational discourse production and processing.
· The student knows the diversity of knowledge about discourse and translation, the (systematic, linguistic, cognitive, social and cultural) variability of discourse and translation, and is able to interpret this knowledge in an appropriate manner.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on the science of discourse and translation, as well as on the methods of conducting discourse- and/or translation-based research.
· The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
· The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
· The student is able to educate oneself in their special field in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth.
· The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Core readings:
Ädel, A. (2023). Adopting a ‘move’ rather than a ‘marker’ approach to metadiscourse: A taxonomy for spoken student presentations. English for Specific Purposes, 69, 4-18.
Károly K. (2022). Translating academic texts. In K. Malmkjær (ed.) The Cambridge handbook of translation (pp.340-362). Cambridge University Press.
Károly, K. (2024). Research methods in the study of linguistic mediation. Alkalmazott Nyelvtudomány, 2024(3), 15–43. http://dx.doi.org/10.18460/ANY.K.2024.3.002
PACTE (2018). Competence levels in translation: working towards a European framework. The Interpreter and Translator Trainer, 12(2), 111-131.
Further readings will be provided in the course syllabus.
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Károly Krisztina
The principal aim of this course is to familiarise students with the most prevailing theories and analytical tools in the study of language for specific/occupational purposes. The topics to be covered include
· the multidisciplinary nature of the field,
· the study of English for academic, educational, legal, medical, political and business purposes,
· issues of research within ESP,
· the implications of research for skills development, course and materials design, assessment,
· and/or any other topics of the course participants’ interest.
The course will encourage the design and writing up of a research project that may be published in the long run.
Requirements:
The requirements include (1) a formal presentation based on one of the readings, accompanied by a detailed handout, (2) the analysis of particular discourse types characteristic of the occupational area that the participants are interested/involved in, (3) home reading, (4) a seminar paper based on discourse analysis or a literature review of one of the topics discussed in class.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is able to approach the study of ESP discourse from different theoretical and research methodological perspectives.
· The student knows the diversity of knowledge about ESP discourse, the (linguistic, cognitive, social, institutional and cultural) variability of ESP discourse, and is able to interpret this knowledge.
b) skills
· The student is able to express oneself in a professional manner both in speech and writing in relation to ESP discourse production and processing.
· The student knows the diversity of knowledge about discourse and translation, the (linguistic, cognitive, social, institutional and cultural) variability of ESP discourse, and is able to interpret this knowledge in an appropriate manner.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on ESP, as well as on the methods of conducting discourse-based research in ESP.
· The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
· The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
· The student is able to educate oneself in their special field in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth.
· The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Core readings:
Flowerdew, L. (2005). An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: Countering criticisms against corpus-based methodologies. English for Specific Purposes, 24, 321-332.
McGrath, L., Negretti, R. & Feak, Ch. B. (2026). Writing beyond the academy: Towards tasks that promote genre knowledge and transfer across contexts. English for Specific Purposes, 81, 169-183.
Paltridge, B., & Starfi, S. (Eds.). (2013). The handbook of English for specific purposes. Wiley-Blackwell.
Further readings will be provided in the course syllabus.
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Eitler Tamás
Multimodal discourse analysis deploys a full-on, synergetic approach to textual, visual, audio, colour, typographical, 3D, etc., meaning-making, which synergy enhances the effects of the purely linguistic while it also creates novel, emergent meanings in disparate pieces of communication. Sampling key perspectives and tenets from multimodality theory, we will be analysing a wide range of multimodal documents, concentrating on visual design. Topics include: print and broadcast advertisements, flash animations in banners, website architecture, homepages, game interfaces, course books, information systems and even architecture. By the end of the course, ideally, students will have understood the ways in which both simple and more complex meanings can be made synergetically.
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Reményi Andrea
The course offers an introduction to the theories and practices of studying spoken interaction, a branch of linguistic discourse analysis. We will discuss data collection, transcription and analytic methods, and also related ethical issues. We will examine first and second language interaction, in and out of the classroom, the former from two aspects: both as the medium of the classroom communication and also as an L1/L2 skill to develop and test (pragmatic competence, oracy development, fluency practice, accuracy, etc.). The philosophical question of how far spoken interaction describes or also shapes reality will get some attention. Apart from literature reading and participation in classroom discussions, students will be expected to collect tape/video recorded data of L1 or L2 classroom or exam interaction and write up their analysis in a paper.
The course intends to produce the following learning outcomes:
a) knowledge
· The student understands the importance of both L1 and L2 speaking skills development, including spoken interaction, and is able to interpret that knowledge.
· The students become knowledgeable about the various research paradigms in researching spoken interaction and is able to find his/her way in interpreting them.
· The student is able to relate the most relevant data collection and data analysis methods to his/her own doctoral research.
b) skills
· The student has the ability to critically evaluate readings related to the topics and can use academic sources independently.
· The student develops his/her academic English skills in both speech and writing.
c) attitudes
· The student understands the importance of academic norms and keeps following them.
· The student understands and is able to apply the principles of ethical research to his/her own research.
· The student considers it important to remain informed about the latest literature on the research of spoken interaction.
d) autonomy and responsibility
· The student understands the principles of researcher autonomy and is able to keep to them.
· The student is able to cooperate with other researchers professionally.
Core readings:
Baxter, J. (2000). Going public: Teaching students to speak out in public contexts. English in Education 13/2: 81-98.
Cameron, D. (2001). Working with spoken discourse. Sage.
Jones, R. (2016). Spoken discourse. Bloomsbury Academic.
Further readings will be provided in the course syllabus.
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ENGLISH-HUNGARIAN INTERLANGUAGE
Dávid Gergely
This course is meant to explore the ways in which interlanguage, the foreign language produced by language learners in any language use context, can be put to good use in language education. Learners create their own interlanguage, e.g. Hunglish, which is there for the researcher to learn from and use as a source for their work. Participants will have a chance to understand interlanguage more deeply as a consistent system on its own, will collect and analyse samples of learner language, identify their level (intermediate, advanced, etc.) and will also explore how a teacher might use the information as a resource for teaching. They will also learn about and edit (moderate samples for) an internet-based bank of student errors and how the bank may be further developed. Requirements include the reading of literature, active participation in class, and regular tasks for homework, such as the collection of interlanguage samples, etc. At the end of the course, students will submit what they have done for homework in the form of a portfolio. Assessment will be made on the basis of an analytical set of criteria.
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RESEARCHING DIGITAL LITERACIES
Tartsay Németh Nóra
The aim of this seminar is to introduce students to the new approaches to research in the field of digital literacies, including artificial intelligence. The course aims at discovering the different definitions, frameworks and approaches to digital literacies and offers a critical overview of available research methodologies in the fields of technology-enhanced learning, e-teaching and e-learning, and new literacies (visual literacy, digital literacy, information literacy, data literacy, and AI literacy). The participants will be encouraged to hypothesise and experiment with various types of research designs to match the emerging technological issues in the field of language acquisition and language education. Students are required to do home reading and attend classes on a regular basis, critically analyse one digital literacy framework of their choice, and write an essay on one of the topics discussed in the course. For the essay, they are encouraged to conduct analyses related to their PhD research.
The course intends to produce the following learning outcomes:
a) knowledge
- The student knows the definitions and frameworks of technology-enhanced learning, e-teaching and e-learning, and new literacies (visual literacy, digital literacy, information literacy, data literacy, and AI literacy)
- The student can approach the research protocols within the field of digital literacies from different theoretical and research methodological perspectives
b) skills
- The student can compare and contrast the definitions, frameworks and approaches to digital literacies
- The student can express oneself in a professional manner both in speech and writing in relation to digital literacies
- The student can design new research methodologies to match the new realities of the digital age.
c) attitudes
- The student accepts the new challenges within the field of digital literacies, with a special focus on AI-literacy.
- The student considers it important to keep up with and be familiar with the latest literature on the science of digital literacies as well as on the methods of conducting research on digital literacies.
- The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
- The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
- The student is able to educate oneself in their special field in an ongoing and autonomous manner.
- The student is able to professionally cooperate with other researchers and stakeholders for their professional growth.
- The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Core readings:
DeHart, J. D., Abas, S., Mora, R. A., & Pyles, D. G. (Eds.). (2025). Reimagining literacy in the age of AI: Theory and practice (1st ed.). CRC Press/Taylor & Francis. Group. https://doi.org/10.1201/9781003510635
Jones, R.H., & Hafner, C.A. (2021). Understanding Digital Literacies: A Practical Introduction (2nd ed.). Routledge. https://doi.org/10.4324/9781003177647
Pegrum, M., Hockly, N., & Dudeney, G. (2022). Digital Literacies (2nd ed.). Routledge. https://doi.org/10.4324/9781003262541
Further readings will be provided in the course syllabus.
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ENGLISH AS A LINGUA FRANCA AND ENGLISH LANGUAGE TEACHING
Illés Éva
The aim of the course is to address issues arising from the global spread of English, its many varieties and its dominant use as a global lingua franca (ELF). Models of the spread of English will be discussed together with the different perceptions of ELF, which emerged as a result of the constantly growing field of ELF research. The relationship between ELF and World Englishes will also be investigated, and the similarities and differences will be highlighted. In addition, the question of how the concept of ELF challenges conventional thinking and terminology will also be addressed. Issues of
language, power and identity will be discussed, and the Hungarian context will be examined. Throughout, the main concern is the pedagogic implications and applications of English as a lingua franca in English language teaching, including teacher education. The approach taken is descriptive rather than prescriptive, and there will be ample examples and analyses of linguistic data to facilitate the understanding of this fast-evolving field within applied linguistics.
Learning outcomes
a) knowledge
The participant gains knowledge of
· the global spread of English and its historical motives, and the functions English fulfils in various parts of the world.
· the lingua franca role of English and its characteristics.
· the relevant fields of applied linguistics, including contrastive linguistics, corpus linguistics, sociolinguistics, pragmatics and translation studies.
· the relevant terminology, and is willing to increase their knowledge.
· the changes in English and its use as well as the impact of such changes on English language pedagogy.
· learning and using English outside of the classroom.
b) skills
The participant will be able
· to unceasingly develop their knowledge of the varieties and use of English under their own steam.
· apply their knowledge to the research and analysis of various varieties of English.
· to develop their problem sensitivity and problem-solving skills.
· to find, review and interpret the literature relevant to the research of various varieties of English.
· to find, understand and use relevant sources.
· to apply their knowledge to issues relating to language teaching and learning.
c) attitude
The participant
· considers it important to familiarise themselves with various varieties of English.
· considers it important to develop tolerance towards communities of different languages and cultures.
· considers it important to be open towards the different cultures and individuals that use English as their means of communication.
d) autonomy/responsibility
The participant
· can research different varieties of English and the changes that have taken place in the use of English autonomously and independently.
· is keen to cooperate with other researchers and stakeholders.
· is committed to conduct research ethically and responsibly.
· can systematically apply their knowledge and engage in the research of various varieties of English under their own steam.
Set texts
Cogo, A. (2020). ELF and multilingualism. In J. Jenkins, W. Baker and M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 357-368). Routledge.
Illés, É. (2025). Ways of implementing ELF in the classroom. ELT Journal, 79(3),
Illés, É., & Bayyurt, Y. (2024). Theoretical foundation. In É. Illés and Y. Bayyurt (Eds.), English as a lingua franca in the language classroom: Applying theory to ELT practice (pp. 8-30). Routledge.
Illés, É., & Pawlak, M. (2024). Learner autonomy and motivation for English as an international language. In A. F. Selvi & N. Galloway (Eds.), The Routledge handbook of teaching English as an international language (pp. 199-212). Routledge.
Jenkins, J. (2009). World Englishes (2nd ed.). Routledge.
Kordia, S. (2020). ELF awareness in the task-based classroom: A way forward. ELT Journal 74(4) pp. 398-407.
Sifakis, N. C., Tsantila, N., Masina, A. and Vourdanou, K. (2020) Designing ELF-aware lessons in high-stakes exam contexts. ELT Journal 74(4), pp. 463-472
Wardhaugh, R., & Fuller, J. M. (2015). An introduction to sociolinguistics (7th ed.). Wiley.
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THE PRAGMATICS OF LANGUAGE USE AND TEACHING
Illés Éva
The course aims to provide an overview of this fast-developing field of applied linguistics. It also intends to address issues arising from the practical application of pragmatic theory. The first topic area comprises the investigation of the scope of semantics and pragmatics. In addition, the terminology and key concepts (e.g. deixis, cohesion/coherence, etc.) will be clarified and examined. Participants will also investigate the relationship between language and context, and familiarise themselves with the most influential pragmatic theories. The theoretical study will be combined with practical application, and participants will explore the implementation of pragmatic analysis in various fields, such as academic discourse, business and translation. The pragmatic implications for English as a lingua franca will also be investigated. Participants will also take part in data collection and the analysis of a wide range of texts, as well as carry out their own research. The question of how different theories have filtered through to language pedagogy and the practice of English language teaching will be the concern of the discussions in the second half of the course.
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THEORETICAL FOUNDATIONS OF PEDAGOGICAL RESEARCH
Illés Éva
The course aims to provide an overview of some major theories which have informed language teaching, and Communicative Language Teaching in particular. The programme will include influential pragmatic theories such as Speech Acts (functions in ELT), Grice’s Co-operative Principle, Genre Theory, as well as relevant language learning, psycholinguistic and sociolinguistic theories. Participants will read and discuss primary and secondary sources, and will also engage in the clarification of key notions and the discussion and analysis of the selected applied linguistic theories. The overall purpose is to develop participants’ ability to grapple with theory and make it relevant to their own research. In so doing, it intends to assist participants with writing literature reviews for both their dissertations and scholarly articles.
Learning outcomes
a) knowledge
The participant gains knowledge of
· key theories in pedagogical and applied linguistic research.
· the connection between context/problems and proposed theory.
· the various theories relevant to their research.
· the particular contexts and problems which necessitated the formulation of theories relevant to their research.
b) skills
The participant will be able
· to apply their knowledge of theory to the solution of the problem their research poses.
· to develop their problem sensitivity and problem-solving skills.
· to find, understand and use relevant sources.
· to select the theory pertaining to their research
· to provide a synthesis of the relevant theories and thus create the theoretical framework of their research.
c) attitude
The participant
· is committed to familiarise themselves with the latest developments in theoretical investigations.
· acknowledges and understands the relevance and importance of theory in scientific research.
d) autonomy/responsibility
The participant
· can systematically apply their knowledge and engage in theoretical investigations under their own steam.
· can conduct research autonomously and independently.
· is keen to professionally cooperate with other researchers and stakeholders.
Core texts
Henry, A., Sundqvist, P., & Thorsen, C. (2019). Motivational practice: Insights from the classroom. Studentlitteratur.
Illés, É., & Bayyurt, Y. (2024). Theoretical foundation. In É. Illés & Y. Bayyurt (Eds.), English as a lingua franca in the language classroom: Applying theory to ELT practice (pp. 8-30). Routledge.
Muir, C., & Dörnyei, Z. (2013). Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.
Further readings will be provided in the course syllabus.
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LANGUAGE LEARNING AUTONOMY AND SELF-REGULATION
Csizér Kata
The aim of this course is to familiarise doctoral students with the theoretical foundations, key models, and empirical research traditions related to learner autonomy and self-regulation in language learning. The orientation of the course is both theoretical and research-driven, focusing on how autonomy and self-regulatory processes are conceptualised, operationalised, and investigated in applied linguistics and second language acquisition research. The course covers major theoretical frameworks of learner autonomy, self-regulated learning, motivation–regulation, and metacognition, as well as methodological approaches to studying these constructs, including questionnaire-based research, qualitative inquiry, and mixed-methods designs. Particular emphasis is placed on the relationship between autonomy, motivation, learning strategies, and contextual influences, and on how these constructs can be integrated into PhD-level empirical research. Students are encouraged to critically engage with current literature and to relate course content directly to their own doctoral research projects.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is familiar with the main theoretical models of language learning autonomy and self-regulation, including cognitive, motivational, and socio-contextual perspectives.
· The student understands how autonomy and self-regulatory processes are conceptualised and operationalised in applied linguistics and SLA research.
· The student knows key empirical findings related to the development, measurement, and pedagogical implications of learner autonomy and self-regulation.
b) skills
· The student is able to critically analyse and synthesise theoretical and empirical literature on autonomy and self-regulated language learning.
· The student is able to design research questions and select appropriate methodological approaches for investigating autonomy and self-regulation in language learning contexts.
· The student is able to interpret research findings related to autonomy and self-regulation and to integrate them into a coherent research argument.
· The student is able to present ideas and research outcomes related to autonomy and self-regulation in clear, academically appropriate written and oral formats.
c) attitudes
· The student adopts a reflective and critical stance towards theoretical models and empirical evidence related to learner autonomy and self-regulation.
· The student values learner-centred, ethically grounded, and theoretically informed approaches to language learning research.
· The student recognises the importance of ongoing engagement with current research in autonomy and self-regulation.
d) autonomy and responsibility
· The student is able to work autonomously in exploring and developing research ideas related to autonomy and self-regulated language learning.
· The student takes responsibility for integrating theoretical frameworks and empirical evidence into their doctoral research in a methodologically sound manner.
· The student is capable of continuously developing expertise in this research area through independent reading and scholarly inquiry.
Core readings
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. Academic Press.
Csizér, K., Smid, D., Zólyomi, A., & Albert, Á. (2024). Motivation, autonomy and emotions in foreign language learning: A multi-perspective investigation in Hungary. Multilingual Matters.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Further readings will be provided in the course syllabus.
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SECOND LANGUAGE LEARNING MOTIVATION: THEORIES AND THE CLASSROOM
Csizér Kata
The aim of this course is to familiarise doctoral students with major theoretical frameworks and empirical research on second language (L2) motivation and to explore how these theories inform classroom practices and learner outcomes. The focus of the course is both conceptual and research-oriented, integrating foundational and contemporary perspectives on motivation in applied linguistics, including socio-educational, cognitive-affective, and dynamic systems approaches. The course critically examines key constructs such as integrative and instrumental motivation, self-determination, identity and investment, autonomy and self-regulation, and classroom motivational climates. Students engage with empirical studies, theoretical debates, and methodological issues, and are encouraged to relate motivational theories directly to their own doctoral research contexts. Particular emphasis is placed on linking motivation theory to classroom research, intervention design, and practical implications for language teaching.
The course intends to produce the following learning outcomes:
a) knowledge
· The student has comprehensive knowledge of major theories of second language motivation, including socio-educational, cognitive, and dynamic perspectives.
· The student understands how motivational constructs such as self-efficacy, self-determination, investment, identity, and autonomy relate to language learning outcomes.
· The student is familiar with empirical research methods used in motivational research, including quantitative, qualitative, and mixed-methods designs.
· The student knows key findings and debates about the role of classroom context, teacher practices, and learner variables in shaping motivational processes.
b) skills
· The student is able to critically analyse and synthesise theoretical and empirical literature on L2 motivation.
· The student is able to design motivation-related research questions and select appropriate methodological approaches for investigating motivational constructs.
· The student is able to interpret motivational data and integrate motivational frameworks into broader research arguments.
· The student is able to present motivation theory and research findings clearly and coherently in written and oral academic formats.
c) attitudes
· The student adopts a reflective, critical attitude toward competing theoretical perspectives and methodological approaches in L2 motivation research.
· The student values the connection between theory, empirical evidence, and practical implications for language learning and teaching.
· The student recognises the importance of ongoing engagement with emerging research on motivation and learner psychology.
d) autonomy and responsibility
· The student is able to work autonomously in exploring and developing research ideas related to motivation in language learning.
· The student takes responsibility for integrating motivational theory and evidence into their doctoral research design and interpretation.
· The student is capable of continuing professional development in motivation research through independent study and scholarly inquiry.
Core readings
Csizér, K., Smid, D., Zólyomi, A., & Albert, Á. (2024). Motivation, autonomy and emotions in foreign language learning: A multi-perspective investigation in Hungary. Multilingual Matters.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.
Lamb, M., Csizér, K., Henry, A., & Ryan, S. (2019). The Palgrave handbook of motivation for language learning. Palgrave Macmillan.
Further readings will be provided in the course syllabus.
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COMPLEX DYNAMIC SYSTEMS THEORY IN APPLIED LINGUISTICS RESEARCH
Brózik-Piniel Katalin
A current approach to understanding language learning related processes involves investigating the dynamic interrelationship of variables rather than merely looking at them in isolation. The aim of the course is for students to become acquainted with this approach, namely complex dynamic systems theory (DST) and its relevance in applied linguistics and to enable students to conduct research using CDST as a meta-theory. The course will involve reading both theoretical and empirical articles on CDST and on the diversity and interconnectedness of language learning and use related variables. Furthermore, students will have the opportunity to conduct a small-scale empirical investigation from a DST perspective on the topic of their choice. Assessment will be based on course participation, completion of reading assignments, and the research project.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is familiar with CDST as a meta-theory.
· The student is familiar with the possible theoretical applications of CDST in their own area of research.
b) skills
· The student is able to approach the study of their topic from a CDST perspective.
· The student is able to incorporate CDST in the theoretical as well as in the empirical part of their research projects.
· The student is able to apply the knowledge of CDST in planning and carrying out their research on a topic where fluctuations and variability across time are in focus.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on CDST as a meta-theory in the field of applied linguistics.
· The student recognizes and understands the necessity of designing and conducting applied linguistics research where change and complexity are accounted for.
d) autonomy and responsibility
· The student is able to educate themself in an ongoing and autonomous manner concerning new theoretical developments (such as CDST) that could be used as basis of further theoretical frameworks in their own applied linguistics related work.
· The student is keen to constantly follow the new findings in their specialized research area and subject methodology including those that incorporate overarching meta-theories.
Core readings:
Hiver, P. & Al-Hoorie, A. (2020). Research methods for complexity theory in applied linguistics. Multilingual Matters.
Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal 92, 200-213.
Further readings will be provided in the course syllabus.
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INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE LEARNING
Brózik-Piniel Katalin
This course aims to enable students to conduct empirical research on individual variables in language learning. We will particularly focus on language learning aptitude, motivation, language learning beliefs, language anxiety, self-regulation strategies, and self-efficacy. Academic presentations of empirical research papers conducted within these areas will provide students with insight into the nature of individual differences. Besides the readings and the presentations, course requirements include conducting an empirical investigation related to one of the issues discussed in class. The course participants will be asked to write up their results in form of a term paper that is of publishable quality.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is familiar with a variety of individual differences (ID) variables that play a role in the language learning process.
· The student is familiar with the current developments in the IDs in language learning research field.
b) skills
· The student is able to approach the study of IDs from a critical perspective.
· The student is able to choose and argue for a theoretical framework, design and carry out a study on the topic of IDs and their role in language learning.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest literature on IDs in language learning within the field of applied linguistics.
· The student recognizes and understands the necessity of approaching research on IDs in a critical manner.
d) autonomy and responsibility
· The student is able to educate themself in an ongoing and autonomous manner concerning new theoretical developments in the field of IDs in language learning.
· The student is keen to follow the new findings in the field of IDs in language learning.
Core readings:
Dewaele, J. & Li, C. (2020), Emotions in second language acquisition: A critical review and research agenda. Foreign Language World 196 (1), 34-49.
Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner revisited. Lawrence Erlbaum.
Henry, A., & MacIntyre, P. D. (2023). Willingness to communicate, multilingualism and interactions in community contexts (pp. 3-24, 248-273). Channel View Publications.
Further readings will be provided in the course syllabus.
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Albert Ágnes
The aim of this course is to give in-depth treatment to various topics of psycholinguistics. Besides familiarising students with the theoretical aspects of this field, the course also attempts to acquaint them with the main research methods and tools applied. Major topics to be discussed include various aspects of language acquisition, language loss, language production and comprehension. During the discussions, special emphasis will be placed on second and foreign language besides the mother tongue. Students will be assigned a theoretical reading on each topic, and besides discussing these in class, they will also be required to give a critical presentation on one empirical article. The major assignment for the course is a paper on a small-scale psycholinguistic study carried out by the participant.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, participants will be able to:
· Explain core concepts and theoretical frameworks in psycholinguistics
· Describe major research methods and tools used in psycholinguistic studies.
· Compare and contrast psycholinguistic processes in L1, L2, and FL contexts.
b) skills
Participants will develop the ability to:
· Critically analyze theoretical readings and empirical research in psycholinguistics.
· Deliver a structured, critical presentation on an empirical article, demonstrating synthesis and evaluation skills.
· Design and conduct a small-scale psycholinguistic study, applying appropriate research methods.
c) attitudes
By the end of the course, participants are expected to:
· Appreciate the interdisciplinary nature of psycholinguistics and its relevance to language learning and teaching.
· Value empirical evidence and critical thinking in understanding language processes.
· Show respect for ethical considerations in psycholinguistic research.
d) responsibilities and autonomy
Participants will:
· Manage their own learning process, including selecting and analyzing an empirical article for presentation.
· Demonstrate autonomy in planning and executing a small-scale research project.
· Uphold academic integrity and ethical standards in research and reporting.
Core readings:
Harley, T. A. (2013). The psychology of language: From data to theory. Psychology Press.
Jegerski, J., & VanPatten, B. (Eds.). (2014). Research methods in second language psycholinguistics. Routledge.
Sedivy, J. (2020). Language in mind: An introduction to psycholinguistics (2nd ed.). Oxford University Press.
Further readings will be provided in the course syllabus.
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INTRODUCTION TO SOCIOLINGUISTICS
Eitler Tamás
This introductory course aims to familiarise students with the core theoretical strands, the versatile research agenda and the methodology of the rapidly evolving field of sociolinguistics. Besides the insights given by analytical frameworks such as interactional sociolinguistics, the variationist paradigm, communication accommodation theory, audience design, acts of identity, we are going to discuss the practical implications of some recent trends which could be relevant to language (teaching) professionals in their daily practices in various institutional and business settings.
Topics to be covered include: language variation and change in present-day English; problematisation of gender, social class, age and ethnicity; language contacts, multilingualism and the role of English in cross-cultural communication; individual agency and strategies in social and linguistic practices; units of analysis: speech community, discourse community, social network, community of practice, on-line community; language and power; language in the media; prestige and standard; language planning; applications (business, computer-mediated communication, forensic).
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Reményi Andrea
The course will provide an introduction to the basic concepts and current theoretical frameworks of sociolinguistics, the study of language in its social context. It will survey the problems of language variation (language/dialect/speech community, multilingualism, code-choice, language change, attitudes), interactional (talk-in-interaction, language and gender, address, internet), cultural (ethnography of communication, L1 acquisition and literacy) and political aspects (language planning, critical approaches). Attention will be given to both the social (from individual to national, global and virtual levels) and linguistic dimensions (from phonology and grammar to conversation and discourse structures). Most areas will be examined with a special emphasis on language education, as language professionals, classroom teachers and local or national policy makers alike must face the dilemma of respecting diversity in language and, at the same time, advancing common standards. The course will concentrate on English, but a brief mention of Hungarian studies will also be made.
An understanding of sociolinguistic research methods will be supported by the discussion of problems of data collection and analysis. Students will be required to read textbook chapters and articles, give one or two class presentations of assigned readings, participate actively in class discussions, and write a final paper presenting original research in an area of sociolinguistics and language teaching.
The course intends to produce the following learning outcomes:
a) knowledge
· The student understands the inherent variability of L1 and L2 language use and is able to interpret that knowledge.
· The students become knowledgeable about the various theoretical frameworks and research paradigms of sociolinguistics and understand the diversity of interpretations of language use phenomena.
· The student is informed about the various research methods in sociolinguistics and is able to relate the most relevant data collection and data analysis methods to his/her own doctoral research.
b) skills
· The student develops his/her skills in language use-based data collection and in interpreting such data for analysis.
· The student develops his/her academic English skills in both speech and writing.
c) attitudes
· The student understands the importance of academic norms and keeps following them.
· The student understands and is able to apply the principles of ethical research to his/her own research.
· The student considers it important to remain informed about the latest literature on sociolinguistics.
d) autonomy and responsibility
· The student understands the principles of researcher autonomy and is able to keep to them.
· The student is able to cooperate with other researchers professionally.
Core readings:
Baker, P. (2010). Sociolinguistics and corpus linguistics. Edinburgh University Press.
Coupland, N. & A. Jaworski (eds.) (1997). Sociolinguistics reader. New York: Macmillan, pp. 145-160.
Wardhaugh, R. – J. Fuller (2015). An introduction to sociolinguistics. 7th edition. Wiley-Blackwell.
Further readings will be provided in the course syllabus.
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Culture and intercultural communication
TEACHING CULTURE THROUGH LANGUAGE
Holló Dorottya
This course aims to get participants engaged in a wide range of topics related to the function of culture in learning and teaching a foreign language. We will investigate the nature of culture and cultural awareness and then we will go on to develop and discuss theories for the role of culture in language education. The area of verbal and non-verbal culture will be followed by different applications, such as teacher roles and education, culture and literature through language and testing cultural learning. The intended routine for classes comprises discussion of set readings, discussion of individual presentations based on readings and presentations of individual projects (these are to be written up in the major assignment).
The course assignment is a publishable quality paper on a project or case-study. This can involve syllabus or materials design and analysis or the planning of a programme where cultural and language instruction are co-ordinated. Another alternative is a paper analysing existing educational policies or theories concerning the teaching of culture and language.
The course aims to achieve the following learning outcomes:
a) knowledge
· The participants understand the relevance of culture and interculturality in various areas of language pedagogy.
· The participants understand and internalize the values associated with cultural and social diversity and language education.
b) skills
· The participants can identify the elements of culture that can and should be incorporated into language teaching.
· The participants can interpret their readings on culture and language teaching understanding their connections at various levels.
c) attitudes
· The participants show openness and flexibility in integrating culture in language teaching.
· The participants develop critical thinking and acceptance in their everyday and professional practices.
d) autonomy and responsibility
· The participants can identify and use readings on their culture and language related project work.
· The participants make a point of putting special emphasis on ethical research in their project work.
Core readings:
Bennett, M. J. (1997). How not to be a fluent fool. In (A.E. Fantini (Ed.). New ways in teaching culture. TESOL.
Borghetti, C. (2017). Is there really a need for assessing intercultural competence? – Some ethical issues. Journal of Intercultural Communication 44. https://immi.se/index.php/intercultural/article/view/Borghetti-2017-2
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M., C. Morgan et al. (1994) Teaching-and-learning language-and-culture. Multilingual Matters.
Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Addison-Wesley Publishing Company.
Enyedi, Á. (2000). Culture shock in the classroom. novELTy 7(1), 4-16.
Fantini, A. E. (1997). Language: Its cultural and intercultural dimensions. In A.E. Fantini (Ed.). New ways in teaching culture. TESOL.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Seelye, H. N. (1993). Teaching culture - strategies for intercultural communication. National Textbook Company.
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LANGUAGE EDUCATION FOR INTERCULTURAL COMPETENCE DEVELOPMENT
Lázár Ildikó
This course aims to familiarize participants with the theoretical background and the researchable aspects of the development of intercultural competence through language education. We will read and discuss theoretical papers and research results on the perceived role and current practice of developing and assessing intercultural competence especially as regards language teaching and language teacher education. Participants will get guidance in selecting and working on a research topic according to their interests in intercultural competence development and related fields such as global competence and inclusive education. During the course, students will discuss two or three papers or chapters from the literature on ICC according to the focus of the course and their needs and interests. They will take turns in presenting the papers and being the lead discussant. As a lead discussant their role is to help the others understand the paper better (context, main messages, contribution to the field, strengths and weaknesses) and ask further questions to elicit reactions to and reflections on the topic, especially concerning everyone’s own chosen field of research and focus.
The final assignment will be a paper either describing the participants’ research carried out during the semester or an extensive literature review (a paper of 3-5,000 words or 12-20 double spaced pages). If it is a research paper, it can involve action research, document analysis examining current educational policies or theories from an intercultural perspective, an interview study focusing on the practice of developing intercultural competence in a selected language teaching or teacher training program, etc.
Expected learning outcomes:
a) knowledge
The student will be familiar with a variety of definitions and compositional models of intercultural competence.
The student will have an understanding of the qualitative research methods conducive to the exploration of intercultural competence in language teaching and learning.
b) skills
The student will be able to analyze research articles focusing on intercultural competence in language education.
The student will be able to compare different approaches to the teaching and learning of intercultural competence in foreign language education.
c) attitudes
The student will be open to learning about new fields and research results in language education.
The student will be ready to learn from new approaches in education.
d) autonomy and responsibility
The student will become better equipped for self-directed autonomous learning.
The student will use sources and AI responsibly and ethically.
Core readings:
Byram, M. (2020). Teaching and Assessing Intercultural Communicative Competence - Revisited. Multilingual Matters.
Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. and Philippou, S. (2014). Developing intercultural competence through education. Council of Europe.
Lázár, I. (2022). Mirrors and windows in language teacher education – Intercultural competence and reform pedagogy. Cambridge Scholars.
Lázár, I. (2015). EFL learners’ intercultural competence development in an international web collaboration project, The Language Learning Journal, 43/2, pp. 208–221.
Peiser, G. and Jones, M. (2013). The significance of Intercultural Understanding (IU) in the English Modern Foreign Languages curriculum: a pupil perspective. The Language Learning Journal, vol. 41(3), 340-356.
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RESEARCHING INTERCULTURAL COMMUNICATION
Holló Dorottya
The general aim of this research seminar is to provide opportunities for the participants to prepare for their research in the area of intercultural communication. We will be looking at various conceptual and practical aspects of IC research. In the course of the seminar, participants will be discussing set readings as well as texts of their own choice in order to personalize the topic for their benefit. They will also relate these readings to their own projects and will aim to design a section of their proposed dissertation research.
The course aims to achieve the following learning outcomes:
a) knowledge
· The participants understand research approaches and philosophies to be used in research concerning culture, interculturality and language learning or teaching.
· The participants can identify the elements of research to be applied in researching interculturality.
b) skills
· The participants can design their research project and can use appropriate research methods to answer the research questions.
· The participants can interpret their readings on culture and language teaching understanding their connections at various levels.
c) attitudes
· The participants approach their proposed research in a systematic and thorough manner paying attention to every detail.
· The participants understand and exercise responsibility in ethical issues and quality management.
d) autonomy and responsibility
· The participants can identify and use readings on their culture and language related project work.
· The participants make a point of putting special emphasis on ethical research in their project work.
Core readings:
Baym, G. (2012). Critical Interpretive Methods. In: Anderson, J. A. Media research methods: Understanding metric and interpretive approaches. Sage Publications.
Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press.
Carbaugh, D. (2007). Cultural discourse analysis: Communication practices and intercultural encounters. Journal of intercultural communication research, 36(3), 167-182.
Hua, Z. (Ed.). (2015). Research methods in intercultural communication: A practical guide. John Wiley & Sons.
Oetzel, J., Pant, S., & Rao, N. (2016). Methods for intercultural communication research. In Oxford research encyclopedia of communication.
Seale, C. (2017). Researching society and culture. Researching Society and Culture.
Van Dijk, T. (2001). Critical Discoure Analysis. In Tannen, D., Hamilton, H. E., & Schiffrin, D. (2001). The handbook of discourse analysis. Blackwell.
Further readings will depend on the participants’ research work.
~~~~~
Educational management and policy
MULTILINGUALISM IN THE EUROPEAN UNION
Fischer Márta
The course aims to analyse EU involvement at two levels: the EU institutions and the EU as a whole. First, tracing the legal basis of an EU language policy, it will be shown that the EU developed a unique linguistic regime with a varying degree of competence at various communication levels. Second, the translation activity of the EU will be explored, with special regard to its impact on language planning and the MSs’ official languages. Finally, turning to multilingualism in the EU as a whole, the limits of EU involvement in education policy will be discussed, along with efforts to promote linguistic diversity. Indicating the prevalent confusion, special focus is laid on the definition of terms related to multilingualism: treaty/official/working languages, minority and lesser-used languages, lesser taught languages, etc.
The course intends to produce the following learning outcomes:
a) knowledge
· The student knows the legal foundations of EU language policy, including how institutional competences shape the EU’s multilingual regime.
· The student is aware of the functioning of the EU’s translation services, and their impact on language planning in the Member States.
· The student knows the key terms related to multilingualism (e.g., treaty, official, working languages; minority and lesser-used languages; lesser-taught languages), and understands their relevance in EU governance.
b) skills
· The student is able to analyse EU language policy measures and their implications for linguistic diversity across Member States.
· The student is able to evaluate the role and effectiveness of EU translation practices and their implications for the EU official languages.
c) attitudes
· The student demonstrates openness toward linguistic diversity and respect for different language communities within the EU.
· The student recognises the importance of multilingualism as an integral component of European integration, and appreciates the complexity of EU language policy, acknowledging both its achievements and limitations.
d) autonomy and responsibility
· The student independently applies EU policy documents and legal texts to interpret and assess multilingualism-related issues.
· The student demonstrates autonomy in researching multilingualism scenarios and using the Interactive Terminology Database (IATE) of the EU.
Core readings:
Cosmai, D., Best, D. A. (2014). The language of Europe: multilingualism and translation in the EU institutions, practice, problems and perspectives (3. edition). Brussels: Editions de l’Université.
Fischer, M. (2010). Translation(policy) and terminology in the European Union. In: Thelen, M. – Steurs, F. (eds.) Terminology on everyday life. (Terminology and Lexicography Research and Practice 13). Amsterdam–Philadelphia: John Benjamins. 21–34. https://doi.org/10.1075/tlrp.13.03fis
Further readings will be provided in the course syllabus.
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Research methods and presentation of research
Csizér Kata
The aim of this course is to acquaint students with the most frequently used statistical procedures in second language acquisition research. The course is meant to help students to be able to carry out the quantitative analysis of the data they might collect in future studies and for their dissertations. Explanations of the procedures are given in an easily accessible manner, and each statistical method is illustrated with a number of examples. Students will do some basic readings about the procedures, next they will be explained the tests in class, which will be followed by a number of practice tasks. Students can also bring their own data to work on. The course covers most non-parametric statistical tests, partial correlations, simple and multiple regression, multiple and repeated analysis of variance, factor analysis and reliability analysis. Assessment is done in the form of an exam, but students who have available data can also write a paper in which they demonstrate the use of the procedures learnt in class.
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STRUCTURAL EQUATION MODELLING: A MULTIVARIATE TOOL TO ANALYSE QUANTITATIVE DATA
Csizér Kata
The aim of this course is to familiarise doctoral students with the theoretical foundations, methodological principles, and practical applications of structural equation modeling (SEM) in empirical research. The orientation of the course is both conceptual and applied, guiding students through a range of advanced modeling techniques including path analysis, confirmatory factor analysis (CFA), full structural models, model fit evaluation, and multi-group SEM. Emphasis is placed on model specification, identification, estimation procedures, model diagnostics, and reporting results in a transparent and scholarly manner. Students will work with real research data, develop SEM models relevant to their own dissertation projects, and interpret output from contemporary SEM software packages. The course prepares students to use SEM as a flexible and rigorous strategy for theory testing and development in their doctoral research.
The course intends to produce the following learning outcomes:
a) knowledge
· The student has in-depth knowledge of the conceptual foundations and assumptions underlying structural equation modeling.
· The student understands the components and structure of SEM, including latent variables, observed indicators, path diagrams, and identification issues.
· The student knows various estimation methods (e.g., maximum likelihood, robust estimators), model fit indices, and strategies for evaluating model adequacy.
· The student is familiar with advanced SEM topics such as confirmatory factor analysis, mediation, moderation, multi-group SEM, and longitudinal modeling.
b) skills
· The student is able to specify and and interpret SEM models using appropriate statistical software (e.g., JASP or AMOS).
· The student is able to evaluate model fit using a range of fit indices and to justify model modifications based on theory and diagnostics.
· The student is capable of applying SEM techniques to answer substantive research questions in their own PhD research.
· The student is able to present SEM results clearly and accurately in written and oral academic formats.
c) attitudes
· The student demonstrates a critical and reflective attitude towards model assumptions, estimation issues, and the substantive interpretation of structural models.
· The student values methodological rigor, transparency in reporting, and the integration of theoretical justification with statistical evidence.
d) autonomy and responsibility
· The student is able to make autonomous, responsible decisions regarding the use of SEM techniques in their doctoral research.
· The student takes responsibility for identifying appropriate SEM strategies, adapting analytical approaches when necessary, and justifying methodological choices in their dissertation.
Core readings
Byrne, B. M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Further readings will be provided in the course syllabus.
~~~~~
Wind Attila
The aim of the course is to provide PhD students with an introduction to corpus linguistics and its many relevant, creative, and engaging applications to language teaching and learning. The main aim of the course is to prepare PhD students for conducting corpus-based research and to provide the knowledge for the tools and statistical analyses applied in corpus linguistics. In addition, both novice and experienced English language teachers can benefit from this course, which presents new tools, sample lessons, and resources. Furthermore, the introduction of topics and themes will be discussed that connect corpus linguistics constructs to established theories in language teaching and second language acquisition. Key topics discussed will include: (1) corpus linguistics and the analysis and teaching of English vocabulary, grammar, and spoken-written academic discourse; (2) new tools, online resources, and different classroom activities; and (3) emphasis on the ‘English teacher as a corpus-based researcher’.
Readings:
Friginal, E. (2018). Corpus linguistics for English teachers: Tools, online resources, and classroom activities. Routledge.
McEnery, T., & Wilson, A. (2019). Corpus linguistics. Edinburgh University Press.
O’Keeffe, A., & McCarthy, M. J. (2022). The Routledge handbook of corpus linguistics. Routledge.
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ORAL AND WRITTEN SCIENTIFIC ARGUMENTATION
Tankó Gyula
This course provides a systematic introduction to oral and written scientific argumentation as a form of situated, goal-oriented academic practice. Argumentation is approached as a dialectical verbal activity through which participants seek to establish the acceptability of a standpoint by means of explicit or implicit, direct or indirect reasoning within disciplinary communities. The course examines how scientific arguments are constructed, challenged, defended, and negotiated in spoken and written academic genres.
The course integrates theoretical perspectives on argumentation with intensive practice in academic contexts such as seminar discussions, conference presentations, research proposals, and dissertation defenses. Particular attention is paid to the rhetorical and epistemic functions of argumentation in research articles and PhD dissertations, including the formulation of knowledge claims, the use of evidence, warrants, and counterarguments (rebuttals), and the application of field-dependent norms of acceptability. Students will also engage in the critical analysis and evaluation of published research.
By combining analytical frameworks with applied tasks, the course aims to enhance students’ ability to participate effectively in academic debate, to assess the soundness and persuasiveness of scientific arguments, and to articulate defensible positions that contribute to knowledge construction within their disciplines.
The course intends to produce the following learning outcomes:
a) knowledge
· Theories and models of scientific and dialectical argumentation
· Disciplinary conventions governing academic reasoning and evidence
b) skills
· Constructing and defending oral and written scientific arguments
· Critically evaluating arguments in academic texts and interactions
c) attitudes
· Openness to critique and reasoned disagreement
· Commitment to scholarly rigor and intellectual integrity
d) autonomy and responsibility
· Independent formulation and justification of research-based claims
· Responsible participation in academic debate and peer review
Core readings:
Fulkerson, R. (1996). Teaching the argument in writing. National Council of Teachers of English.
Toulmin, S. (2003). The uses of argument (Updated ed.). Cambridge University Press.
Toulmin, S., Rieke, R., & Janik, A. (1984). An introduction to reasoning. Macmillan Publishing.
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FINDING YOUR VOICE: EFFECTIVE CONFERENCE PRESENTATIONS
Zólyomi Anna
The aim of this course is to develop PhD students’ academic presentation skills. Becoming an effective public speaker is a vital life skill in the 21st century. How you deliver your message and how you present yourself in front of others is essential both professionally and personally. In this course, you will discover your strengths and weaknesses when it comes to academic presentations in English. We will start by discovering and building on your strengths and then try to either mitigate your weaknesses or use them to your advantage. The course intends to cover presentation skills from A to Z with practical tips concerning, for example, how to find conferences that are suitable for you and your topic, how to write a good abstract that is likely to be accepted, how to create and build up presentations, how to alleviate your anxiety, and how to answer tricky (or even nitpicking) questions. We will try to achieve all of these through the three Ps: preparation, practice, and perseverance.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, the student is able to:
· Explain the key principles of effective academic conference presentations, including structure, audience awareness, and message clarity
· Demonstrate knowledge of common academic conference formats, expectations, and selection processes
· Identify the characteristics of effective conference abstracts and understand the criteria typically used in abstract evaluation
· Recognize common sources of presentation anxiety and strategies for managing performance-related stress
· Understand how verbal, paralinguistic, and non-verbal elements contribute to effective public speaking in academic contexts
b) skills
By the end of the course, the student is able to:
· Design and deliver a clear, engaging, and well-structured academic conference presentation in English
· Write a concise and compelling conference abstract aligned with a specific call for papers
· Adapt presentation content, language, and delivery to different audiences, venues, and time constraints
· Use voice, body language, visuals, and pacing effectively to support academic communication
· Respond confidently, professionally, and strategically to audience questions, including critical or challenging feedback
· Apply practical techniques to prepare for presentations, rehearse effectively, and improve performance through practice
c) attitudes
By the end of the course, the student:
· Demonstrates increased confidence and self-awareness as an academic presenter
· Values preparation, practice, and perseverance as essential components of successful public speaking
· Adopts a reflective and growth-oriented approach to identifying and addressing personal strengths and weaknesses
· Shows openness to feedback from peers and instructors as a tool for continuous improvement
· Recognises academic presentations as opportunities for scholarly dialogue rather than unidirectional performance
d) autonomy and responsibility
By the end of the course, the student is able to:
· Independently identify appropriate conferences aligned with their research interests and academic profile
· Take responsibility for the preparation and refinement of their own conference presentations and abstracts
· Monitor and evaluate their own presentation performance and implement strategies for ongoing improvement
· Manage presentation-related anxiety using self-directed techniques and reflective practice
· Apply skills and strategies acquired in the course to future academic and professional presentation contexts
Core readings:
Wallwork, A. (2022). Giving an academic presentation in English: Intermediate level. Springer.
*Medgyes, P. (2020). Milyen a jó előadó? Corvina Kiadó. https://www.youtube.com/watchv=7zqpqDkMWyQ&t=408s&ab_channel=L%C3%ADraK%C3%B6nyv * (available only in Hungarian)
Further readings will be provided in the course syllabus.
~~~~~
TERMINOLOGY IN TRANSLATION AND RESEARCH
Fischer Márta
The course provides an overview of the theoretical and practical questions language teachers, translators, and researchers may encounter when working with terms in texts. The following key concepts and topics are planned to be discussed and practiced (in an interactive way): divergent interpretations of key concepts in terminology theory and their implications for practice; the notion of term (narrow versus broad approach and the role terms play in text cohesion); the notion of equivalence (translation strategies in the case of partial equivalence: domesticating versus foreignising). Special emphasis is laid on terminology in research (domain-specific issues, description of phenomena, use of terminology in scientific papers).
The course intends to produce the following learning outcomes:
a) knowledge
· The student knows the major theoretical concepts in terminology, including term, equivalence, domesticating and foreignising, and their implications in research.
· The student is aware of the different notions of ’term’, the various types of equivalence, and understands the role of terms in text cohesion in academic writing.
b) skills
· The student applies terminology theory to analyse terms in scientific texts, uses the appropriate strategies in translation, and is able to create the conceptual map of their research.
· The student is able to handle partial or non-equivalent terms and justify domesticating or foreignising solutions in academic writing.
c) attitudes
· The student demonstrates a reflective and critical attitude towards terminology use, recognising how terminological choices shape the conceptual framework of their research.
· The student appreciates the importance of terminological precision as a cornerstone of professional communication.
d) autonomy and responsibility
· The student is able to identify terminological issues when preparing research proposals and takes responsibility for selecting terms relevant to a given field of study.
· The student makes well-reasoned terminological decisions in research contexts, justifying choices based on theory and textual evidence.
Core readings:
Cabré, T. (2012). Terminology and translation. In Handbook of translation studies (pp. 356-365). John Benjamins Publishing Company. https://doi.org/10.1075/hts.1
Fischer, M. (2020). Developing terminology competence, with special focus on recognising terms. In: Besznyák R., Szabó Cs., Fischer M. (eds.) Fit-for-Market Translator and Interpreter Training in the Digital Age. Malaga: Vernon Press. 69–89.
Kockaert, H. J., & Steurs, F. (Eds.). (2015). Handbook of terminology (Vol. 1). John Benjamins Publishing Company.
Further readings will be provided in the course syllabus.
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HOW TO WRITE AND PUBLISH A RESEARCH PAPER?
Károly Krisztina
Aims and focus: This course intends to aid PhD students in mastering the skills necessary for getting their work published in English. The main topics to be covered include what scientific writing is, the characteristics and the critical evaluation of research papers, preparing a manuscript for submission, the publication process, ethical issues, journals in the field of language pedagogy and applied linguistics (or in other fields related to the students’ interests), journals’ guidelines, and responding to reviews. During the course of the seminar, participants will be expected to present and write up part of their PhD research and prepare it for publication in English.
Requirements: students are required to
- do home reading and attend classes on a regular basis,
- present and write up their research,
- give feedback on their peers’ work, and
- prepare their paper (manuscript) for submission.
Assessment: the course mark will be based on the quality of the presentation, the paper to be submitted for publication, classroom participation and overall improvement. Without the presentation and/or the paper, no mark (credit) may be obtained for the course.
The course intends to produce the following learning outcomes:
a) knowledge
· The student is able to approach publishing in the fields of language pedagogy and applied linguistics from different research methodological perspectives.
· The student knows the diversity of knowledge about norms, requirements and ethics of publishing internationally in the prestigious journals of the field, and is able to apply this knowledge.
b) skills
· The student is able to express oneself in a professional manner in research writing in the fields of language pedagogy and applied linguistics.
· The student is able to apply the knowledge about norms, requirements and ethics of publishing internationally in the prestigious journals of the field.
c) attitudes
· The student considers it important to keep up with and be familiar with the latest trends of publishing internationally in English.
· The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
· The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of publishing in English.
d) autonomy and responsibility
· The student is able to educate oneself in writing up and publishing research papers in English in their special field in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers in co-authoring papers in order for their professional growth.
· The student is keen to constantly follow the new requirements and norm of publishing in English in their specialized research area and subject methodology.
Core readings:
Day, R. A., & Gastel, B. (2006/2016). How to write and publish a scientific paper. Cambridge University Press.
Efrat Efron, S., & Ravid, R. (2019). Writing the literature review. A practical guide. The Guilford Press.
Károly, K. (2024). Research methods in the study of linguistic mediation. Alkalmazott Nyelvtudomány, 2024(3), 15–43. http://dx.doi.org/10.18460/ANY.K.2024.3.002
Further readings will be provided in the course syllabus.
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START WRITING YOUR DISSERTATION
Zólyomi Anna
This course is designed to aid PhD students in preparing to write up their dissertations. Writing a dissertation is not at all easy, and many students are frustrated by the thought of writing a 200-to 300-page-long academic paper based on an empirical endeavour. Therefore, in this course, students will hear pieces of advice on, for example, the writing process itself (e.g., APA, style, punctuation, paragraphing, structure), reporting practices (JARS; APA, 2020), overall planning, strategies for compiling a thorough review of literature, and how to deal with a tendency to procrastinate. These general tips intend to motivate PhD students to plan ahead and start working on their dissertations in time. Participants are also encouraged to bring their questions to class on a weekly basis.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, the student is able to:
· Envision the dissertation as a coherent whole, understanding the function and interrelation of its core sections (abstract, introduction, literature review, methods, conclusion)
· Demonstrate knowledge of common dissertation structures and conventions across disciplines, informed by published advice and actual academic practice
· Identify and explain the purpose of research questions, research methods, ethical considerations, and quality control in dissertation research
· Recognise disciplinary standards for academic writing, layout, formatting, and referencing (e.g. APA style)
· Demonstrate familiarity with academic databases, research softwares, and tools used in dissertation research and writing
b) skills
By the end of the course, the student is able to:
· Clearly introduce and justify their research topic, aims, and research plan in both written and oral formats
· Draft key dissertation sections (e.g., abstract, introduction, literature review, methods, conclusion) in accordance with academic conventions
· Critically analyze and compare published dissertations with respect to structure, argumentation, layout, and writing style
· Conduct and manage a literature review using digital tools (e.g., databases, reference managers, qualitative analysis software such as Atlas.ti)
· Respond constructively and professionally to reviewer feedback and peer comments
· Present their research project coherently to an academic audience, adapting content based on feedback and reflection
c) attitudes
By the end of the course, the student:
· Values reflective and critical engagement with their own research process, including strengths, weaknesses, opportunities, and threats
· Recognises the importance of ethical considerations and quality control in research design, data collection, and reporting
· Appreciates the iterative and dynamic nature of research questions and dissertation writing
· Demonstrates openness to feedback and revision as an integral part of academic writing and research development
· Considers academic integrity, clarity, and rigour as central principles of dissertation work
d) autonomy and responsibility
By the end of the course, the student is able to:
· Take increasing responsibility for planning, managing, and advancing their own dissertation project
· Independently locate, evaluate, and integrate relevant academic literature into their research
· Make informed decisions regarding methodological choices, ethical issues, and quality control
· Monitor and reflect on their own progress and learning needs throughout the dissertation-writing process
Core readings:
[two dissertations of the participant’s choice]
Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
Switzer, A., & Perdue, S. W. (2011). Dissertation 101: A research and writing intervention for education graduate students. Education Libraries, 34(1), 4–14. https://doi.org/10.26443/el.v34i1.299
Hammond, M. (2023). Writing a postgraduate thesis or dissertation: Tools for success. Routledge. (Selected chapters)
Rudestam, K. E., & Newton, R. R. (2015). Surviving your dissertation: A comprehensive guide to content and process. Sage. (Selected chapters)
Further readings (optional):
Dunleavy, P. (2003). Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. Palgrave Macmillan.
Larsson, T., Plonsky, L., Sterling, S., Kytö, M., Yaw, K., & Wood, M. (2023). On the frequency, prevalence, and perceived severity of questionable research practices. Research Methods in Applied Linguistics, 2, Article 100064.
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RESEARCH ETHICS: CONSIDERATIONS BEFORE DATA COLLECTION
Zólyomi Anna
This course is intended to help PhD students get to know the principles of research ethics and identify potential ethical issues in their own research. We will also revise how to complete the Research Ethics Application Form that PhD students are required to submit before the start of the data collection for their dissertation research. With the advancement and the importance of quality control and ethical considerations in empirical research, it is indispensable to acknowledge and back up ethical data collection with an official authorisation from the Faculty Research Support Committee. Therefore, the aim of this course is to show students how they can prepare a successful Research Ethics Application Form for their study that is likely to be accepted by the Committee. In this course, among others, we will study the Code of Research Ethics issued in 2022 by the Faculty Research Support Committee of ELTE Faculty of Humanities, we will look at sample information and consent forms, samples for data processing. Besides this, we will focus on the umbrella term questionable research practices in order to alleviate the potential of applying these. We will look at ways to make sure we follow ethical conduct. This course will also cover the main areas of open science (e.g., metadata and data repositories, the here-near-far principle), which is an essential skill not only for the internal Research Ethics Application Form but for grant applications.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, the student is able to:
· Demonstrate knowledge of core principles of research ethics as they apply to empirical dissertation research
· Explain the requirements, structure, and evaluation criteria of the Research Ethics Application Form
· Demonstrate familiarity with the Code of Research Ethics (2022) issued by the Faculty Research Support Committee of the ELTE Faculty of Humanities
· Identify ethical risks related to participant recruitment, data collection, data storage, and data processing
· Understand key concepts and practices of open science relevant to ethical research conduct and funding applications
b) skills
By the end of the course, the student is able to:
· Prepare a complete and well-argued Research Ethics Application Form aligned with institutional and disciplinary standards
· Draft clear and ethically sound participant information sheets and informed consent forms
· Design ethically appropriate data collection and data management procedures for their research project
· Anticipate potential ethical issues in their study and propose feasible mitigation strategies
· Integrate open science practices (e.g., transparency, data management planning) into their research design and ethics application
c) attitudes
By the end of the course, the student:
· Recognises ethical responsibility and quality control as fundamental components of rigorous academic research
· Demonstrates sensitivity towards research participants’ rights, well-being, privacy, and autonomy
· Values transparency, accountability, and integrity in all stages of the research process
· Approaches ethical review as a constructive process that improves research quality rather than as an administrative burden
· Shows commitment to responsible research practices in line with institutional and international standards
d) autonomy and responsibility
By the end of the course, the student is able to:
· Take full responsibility for ensuring the ethical compliance of their dissertation research prior to data collection
· Independently assess ethical challenges specific to their research context and methodological choices
· Prepare and submit a Research Ethics Application Form with minimal external guidance
· Implement approved ethical procedures consistently throughout the research process
· Apply ethical and open science principles autonomously in future research and grant-related activities
Core readings:
Plonsky, L., Brown, D., Chen, M., Ghanem, R., Arvizu, M. N. G., Isbell, D. R., & Zhang, M. (2024). “Significance sells”: Applied linguists’ view on questionable research practices. Research Methods in Applied Linguistics, 3, Article 100099.
Gilliland, B., Kunkel, M., Nguyen, T. H., Urada, K., & Christenson, C. (2023). Ethical dilemmas of teacher research in applied linguistics. Research Methods in Applied Linguistics, 2, Article 100072.
Bergonia, R. L. S., Baricante, D. R., & Ilustre, R. G. (2022). Ethics in conducting research in second language acquisition. International Journal of English Language Studies, 4(3), 35–38. https://doi.org/10.32996/ijels.2022.4.3.5
British Educational Research Association [BERA]. (2018). Ethical guidelines for educational research (4th ed.). BERA. https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018
Zólyomi, A., Széll, Zs., & Piniel, K. (2025). An exploratory systematic review of self-citations in the top-tier journals of applied linguistics. Journal of Second Language Studies, 8(2), 244–263. https://doi.org/10.1075/jsls.24024.zol
Further readings will be provided in the course syllabus.
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Albert Ágnes
This course provides an advanced introduction to qualitative research methodologies in applied linguistics. It explores the philosophical foundations, research design principles, and ethical considerations underpinning qualitative inquiry. Students will engage with major approaches such as ethnography, case study, grounded theory, and narrative analysis. Emphasis is placed on data collection techniques (e.g., interviews, observations, document analysis), coding and thematic analysis, and strategies for ensuring rigor and trustworthiness. Through critical readings, seminar discussions, and hands-on exercises, participants will develop the skills to design and conduct qualitative studies that address complex research questions. The course culminates in a pilot study demonstrating methodological competence and scholarly originality.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, participants will be able to:
· Explain the philosophical foundations and epistemological assumptions underlying qualitative research in applied linguistics.
· Describe major qualitative research approaches, including ethnography, case study, grounded theory, and narrative analysis.
· Identify ethical considerations and principles of rigor and trustworthiness in qualitative inquiry.
· Understand strategies for data collection (e.g., interviews, observations, document analysis) and qualitative data analysis (coding, thematic analysis).
b) skills
Participants will develop the ability to:
· Critically evaluate qualitative research designs and published studies in applied linguistics.
· Apply appropriate data collection techniques and manage qualitative datasets.
· Conduct coding and thematic analysis using systematic procedures.
· Design and implement a pilot qualitative study addressing a complex research question.
c) attitudes
By the end of the course, participants are expected to:
· Appreciate the value and complexity of qualitative research for understanding language-related phenomena.
· Demonstrate openness to diverse methodological perspectives and interpretive approaches.
· Commit to ethical and responsible research practices, including respect for participants and cultural sensitivity.
d) responsibilities and autonomy
Participants will:
· Demonstrate autonomy in planning and executing a pilot study, including selecting appropriate methods and managing timelines.
· Uphold academic integrity and ethical standards throughout the research process.
Core readings:
Creswell, J.W. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed). Sage.
Heigham, J. & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave MacMillan.
Patton, M. Q. (2015). Qualitative research and evaluation methods. 4th ed. Thousand Oaks.
Further readings will be provided in the course syllabus.
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INNOVATIVE RESEARCH STRATEGIES AND ANALYTICAL TECHNIQUES
Brózik-Piniel Katalin
The aim of this seminar is to widen students’ knowledge in terms of the methodological possibilities they can choose from when conducting empirical research. The course aims at widening participants’ methodological repertoire as they become familiar with how to design and conduct meta-analyses, replication studies, validation studies, longitudinal studies, and intervention studies with methodological rigor and of high quality. The objectives of the course are to give an overview of the basic features of innovative research designs (McKinley, 2020) and to familiarize participants with the steps to take when conducting studies using these strategies enabling them to design, plan, conduct and write up such studies. The course is primarily designed for beginner researchers who have completed the core course on “Research design and statistics” (RDS) and Research Seminar 1 (RS1) and would like to know more about innovative applications of research approaches. The course will expand on the notions of conducting empirical research discussed in the RDS course and on RS1.
The course intends to produce the following learning outcomes:
a) knowledge
- The student is aware of the wide array of methodological possibilities they can choose from when conducting empirical research, including but not limited to replication studies, research syntheses, intervention studies, validation studies, complex dynamic longitudinal studies.
b) skills
- The student knows the steps to take when conducting studies using these strategies and is able to design, plan, conduct, and write up such studies.
c) attitudes
· The student considers it important to keep up with and be familiar with the variety of approaches to conducting empirical research in applied linguistics
· The student recognizes and understands the necessity and usefulness of expanding their research skills by employing various approaches to conducting empirical studies.
d) autonomy and responsibility
· The student is able to seek out knowledge in their special field concerning various research approaches in an ongoing and autonomous manner.
· The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth in trying out new approaches to research.
· The student is keen to constantly follow the new research methodology in their specialized research area.
Core readings:
Chong, S. W. (2025). Synthesis Methods and Reporting Tool (SMART) for Research Syntheses in Applied Linguistics. Research Synthesis in Applied Linguistics, 1–22. https://doi.org/10.1080/29984475.2025.2456880
Hiver, P., & Nagle, C. (2024). Complex adaptive interventions: The challenge ahead for instructed second language acquisition research. Annual Review of Applied Linguistics, 1–16. https://doi.org/10.1017/S0267190524000060
McManus, K. (2024). Replication studies in second language acquisition research: Definitions, issues, resources, and future directions: Introduction to the special issue. Studies in Second Language Acquisition, 46(5), 1299–1319. https://doi.org/10.1017/S0272263124000652
Further readings will be provided in the course syllabus.
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Dávid Gergely
This course is meant to be an introduction to Item Response Theory (IRT), treated here as an umbrella term for all probabilistic measurement in the field of language pedagogy. In an initial phase of the course, the reasons for analysing test performance are discussed, in addition to the notions of language competence and performance, the notion of facets of performance, measurement error, the centrality of the criterion of validity will be clarified. An effort is made to help participants understand how language tests work (or fail to work) in practice. In much of the course, learning is achieved through “replaying” specific measurement scenarios, focussing on what techniques are available and how they may be used. The course covers both the traditional, two-facet measurement model, typically used for the testing of receptive skills and linguistic competences, and the many-faceted model, typically used to analyse tests of productive skills. Assessment in the course is based on course work in the sessions and the quality of individual assignments.
The course is intended to produce the following learning outcomes:
a) knowledge
· The students will be familiar with the choice of different software available to the analyst, test constructor or researcher.
· Important measurement concepts will be discussed (or revised).
· The students will accumulate knowledge about various approaches to validation.
b) skills
· The students will be able to conduct software-based analyses of response data.
· The students will be able to recognize what software and what methodologies are most appropriate for their research contexts.
· The students will be able to professionally express themselves both in speech and writing.
c) attitudes
· The students will develop an awareness of the importance of maintaining familiarity with the latest developments in the measurement field and the most recent measurement methods.
· The student will develop a conscious representation of the academic language norms of the field.
· The students will recognize and understand the necessity for research-oriented test development.
· The students will understand the necessity and usefulness of the research-oriented test decisions.
d) autonomy and responsibility
· The students will develop autonomy in further developing as researchers in the field of measurement.
· The students will develop a responsibility in transferring their accumulated expertise and in professionally cooperating with other researchers in the field.
Core readings:
Bachman, L. F. & Palmer, A. S. (2010). Language Assessment in Practice. Oxford University Press.
Dávid, G. (2007). Investigating the Performance of Alternative Types of Grammar Items. Language Testing. 24/1. pp. 65-97.
Linacre, J. M. (2017). A User's Guide to FACETS Rasch-Model Computer Programs. Program Manual 3.80. https://www.winsteps.com/facets.htm.
McNamara, T. (1996). Measuring Second Language Performance. Longman.
Further readings will be provided in the course syllabus.
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Dávid Gergely
This course is meant to be an introduction to the methodologies of validating language tests and assessments. It is designed to include five successive phases. In phases 1 and 2, participants will first be given an overview of basic concepts and the present state of the art, followed by the treatment of the necessary requisites for successful validation. In phase 3, the emphasis will be on a selection of available techniques and the requirements of good validation (research) designs. In this phase, students will be considering their own validation studies from their work contexts (or contexts that they have access to) so that in phase 4 they can branch out in pairs (or groups of three) to run their own analyses. This most important phase will consist of trying out both quantitative and qualitative approaches to validation, using – wherever possible – real test data. Phase 5 comprises the presentation of results in class plenary, critical reflection and suggestions for improvement, discussion. Course participants will be evaluated on the basis of the design of their validation studies and the professional quality of its write-up. The report will be submitted at the end of the course.
The course is intended to produce the following learning outcomes:
a) knowledge
· The students will familiarise themselves with mainstream validation approaches, a choice available to analysts, test constructors or researchers.
· Basic theoretical concepts, e.g. the difference between reliability and validity, will be discussed.
b) skills
· The students will be able to conduct validation studies of their own.
· The students will be able to recognize which validation methodologies are most appropriate for their research contexts.
· The students will be able to professionally express themselves about validation, both in speech and writing.
c) attitudes
· The students will develop an awareness of the importance of maintaining a familiarity with the latest developments in the validation field.
· The students will develop a conscious representation of academic language norms of the field.
· The students will recognize and understand the usefulness of research-oriented decisions about validity.
d) autonomy and responsibility
· The students will develop autonomy in terms of designing test validation studies.
· The students will develop a responsibility in transferring their accumulated expertise and in professionally cooperating with other researchers in the field.
Core readings:
Bachman, L. F. & Palmer, A. S. (2010). Language Assessment in Practice. Oxford University Press.
Crocker, L. & J. Algina (1986). Introduction to Classical and Modern Test Theory. Harcourt Brace Jovanovich.
Messick, S. (1995). Validity of psychological assessment. American Psychologist. 50/9. 741-749.
Dávid, G. A. (2011). Linking the Euroexams to the Common European Framework of Reference. Euro Examination Centre.
Further readings will be provided in the course syllabus.
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Teaching, learning and teacher education
CLASSROOM ASSESSMENT IN LANGUAGE EDUCATION
Lázár Ildikó
This course aims to familiarize participants with the theoretical background, the variety of methods and the researchable aspects of classroom assessment from traditional to alternative approaches to the goals, forms and tools of assessment. Every week students will read and discuss two papers or chapters from the literature according to the focus of the course and their needs and interests. They will take turns in presenting the papers and being the lead discussant. As a lead discussant their role is to help the others understand the paper better (context, main messages, contribution to the field, strengths and weaknesses) and ask further questions to generate reactions and promote reflection, especially concerning everyone’s own chosen field of research and its focus. Should they consider doing research in this field, you will also get guidance in selecting and working on a research topic according to your interest.
The final assignment will be a paper either describing the participants’ research carried out during the semester or an extensive literature review (a paper of 3-5,000 words or 12-20 double spaced pages). If it is a research paper, it can involve action research, document analysis examining current educational policies or theories from an intercultural perspective, an interview study focusing on the practice of developing intercultural competence in a selected language teaching or teacher training program, etc.
Expected learning outcomes:
a) Knowledge
The student will become familiar with a variety of definitions and theories in the field of classroom assessment.
The student will have an understanding of the qualitative research methods conducive to the exploration of attitudes and approaches to classroom assessment.
b) Skills
The student will be able to analyze research articles focusing on classroom assessment in language education.
The student will be able to compare different approaches to assessment in foreign language education.
c) Attitudes
The student will be open to learning about new fields and research results in classroom assessment.
The student will be ready to learn from new approaches in education and educational research.
d) Autonomy and responsibility
The student will become better equipped for self-directed autonomous learning.
The student will use sources and AI responsibly and ethically.
Core readings:
Hubai, K., & Lázár, I. (2018). Assessment of learning in the Hungarian education system with a special focus on language teachers’ views and practices. WoPaLP, 12, 83–93.
Organisation for Economic Co-operation and Development. (2018). Volume VI - PISA global competence report. Executive summary.
Organisation for Economic Co-operation and Development. (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment. OECD Reviews of Evaluation and Assessment in Education.
Tsagari, D., & Vogt, K. (2017). Assessment Literacy of Foreign Language Teachers around Europe: Research, Challenges and Future Prospects. Papers in Language Testing and Assessment 6/1, 41-63.
Vogt, K. & Tsagari, D. (2014). Assessment Literacy of Foreign Language Teachers: Findings of a European Study (pp. 374-402). Language Assessment Quarterly 11, 4.
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INTEGRATED LANGUAGE ASSESSMENT
Tankó Gyula
This course provides an advanced examination of theoretical, methodological, and ethical foundations of language assessment, with particular emphasis on the assessment use argument (AUA) and the concept of test beneficence as articulated by Bachman and Palmer (2010). The course highlights the interaction between language knowledge, strategic competence, and contextualized language use. Building also on Bachman and Damböck’s (2018) work, it foregrounds justification, fairness, and the social consequences of assessment, emphasizing accountability in classroom assessment, high-stakes, and research-driven contexts.
Building on the above, the central focus of the course is integrated language assessment, in which multiple language skills are assessed through purposeful, authentic tasks that reflect real-world language use domains. Students will critically examine the design, validation, and interpretation of integrated assessment tasks, including task types and specifications, rating procedures, and score use. The course engages students in constructing coherent arguments linking assessment purposes, interpretations, and decisions.
Through theoretical analysis, critical reading, and applied research tasks, students will develop the expertise required to design, evaluate, and justify language assessments for research, policy, and educational practice. The course prepares students to contribute original scholarship to the field of language assessment and to engage responsibly with assessment as a social practice.
The course intends to produce the following learning outcomes:
a) knowledge
· Advanced language assessment theory and integrated assessment
· The use of AUA for classroom and large-scale assessment purposes
· Ethical, social, and political dimensions of language assessment
b) skills
· Analyzing language assessment tasks based on the AUA
· Analyzing rating scales for integrated language assessment
· Validating integrated language assessment tasks
· Constructing and evaluating assessment use arguments
c) attitudes
· Commitment to fairness, transparency, and ethical assessment practice
· Critical engagement with established and emerging assessment paradigms
d) autonomy and responsibility
· Independent evaluation of assessment practices and research
· Responsible decision-making in (high-stakes) assessment contexts
Core readings:
Bachman, L., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford University Press.
Bachman, L., & Palmer, A. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Tankó, G. (2024). Assessing academic reading ability. Cambridge Scholars Publishing.
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EDUCATIONAL TECHNOLOGIES AND AI IN LANGUAGE PEDAGOGY
Fekete Imre
This course explores how educational technologies (including AI) can be integrated into language teaching and research in theoretically grounded, ethically responsible, and pedagogically meaningful ways. Drawing on Vygotsky’s Activity Theory, the Technological Pedagogical Content Knowledge (TPACK) framework, and its AI-specific extension (AI-TPACK), the course introduces students to the central role of the teacher-researcher in ensuring that technology serves learning objectives rather than driving them. The affordances and limitations of generative AI tools (e.g., large language models, AI-based assessment platforms) in relation to content, pedagogy, and ethics play a central role in the course.
The course addresses three main areas. The first, conceptual foundations, introduces the TPACK and AI-TPACK frameworks. The second, pedagogical integration, focuses on designing tasks with aligned content, language, and technology aims; scaffolding AI-enhanced activities to build language proficiency along with critical AI literacy; and addressing issues of inclusivity and accessibility. The third, research perspectives, examines methodological approaches to studying AI and educational technology in language education, considers ethical implications of technology-mediated research, and critically evaluates existing empirical studies in the field. Students not specialising in AI or educational technologies may also benefit from the course, as they may be teaching with or researching through technological tools (including AI-based ones), or may wish to address ethical, methodological, and pedagogical considerations of technology use in their dissertation work.
Course activities combine theoretical readings, critical analysis of classroom applications, and experimentation with selected AI tools. The written assignment is a paper that connects the participants' own research topic with the theoretical and practical aspects of technology in EFL, for example, in the form of a literature review. An aim of this paper could be its direct usability in learners' research proposals or dissertations, whether their focus is explicitly on educational technologies and AI or on another area of language pedagogy that nevertheless involves a technological dimension.
The course intends to produce the following learning outcomes:
a) knowledge
· students understand key theoretical frameworks underpinning technology integration in language pedagogy, including Activity Theory, TPACK, and AI-TPACK
· students recognise pedagogical, ethical, and methodological dimensions of using educational technologies and AI in language teaching and research
· students understand how digital and AI-mediated environments shape classroom practices, assessment, and research design
b) skills
· students plan pedagogically aligned learning activities that integrate technological and linguistic objectives
· students apply theoretical frameworks to evaluate and adapt digital tools for specific teaching and research contexts
· students can analyse and interpret empirical studies on AI and educational technology in language education
· students communicate critical evaluations of technology use through academic writing and oral discussion
c) attitudes
· students approaches AI and technology in education with ethical awareness and critical reflection
· students value inclusivity, accessibility, and learner agency when using technological tools
· students demonstrate reflective awareness of the teacher-researcher’s professional responsibilities in technology-mediated contexts
d) autonomy and responsibility
· students act independently in selecting and using technological tools appropriate to pedagogical aims
· students takes responsibility for ensuring that technology serves learning objectives and ethical standards
· students demonstrates initiative in exploring technology-supported research relevant to individual or collaborative projects
· students engage responsibly with AI systems, maintaining academic integrity and promoting transparency in their use
Core readings:
Council of Europe. (2022). Artificial Intelligence and Education: A Critical View through the Lens of Human Rights, Democracy and the Rule of Law. Council of Europe.
Fekete, I. (2025). Artificial Intelligence Literacy in Higher Education: Theory and Practice from a European Perspective. Multilingual Matters. http://doi.org/10.21832/FEKETE1128
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens: With New Examples of Knowledge, Skills and Attitudes. Publication Office of the European Union. https://doi.org/10.2760/115376
Further readings will be provided in the course syllabus.
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Szesztay Margit
This is an awareness-raising course about oral interaction. The aim is to become more conscious about the forces at play influencing the way we communicate in groups, to become more successful communicators, and to add to your ’toolbox’ of communication tasks.
We will be exploring this area with a wide-angle approach, looking at group dynamics, individual learning styles, patterns of group interaction, types of groupwork tasks, small group and whole class discussions, roles of a discussion leader, facilitation skills, and types of discussion questions. In addition to building knowledge, the course also aims to raise awareness and develop skills of group facilitation. In order to do this, participants will be asked to reflect on their past and on-going experiences both in the role of group members and group leaders.
By the end of the course, participants will be able to:
· plan lessons which include a wide range of interactive work modes,
· observe lessons with view to the micro-skills of communication,
· lead group discussions with greater awareness and sensitivity,
· design mini projects which focus on group interaction.
Key readings:
Heathfield, D. (2005) Spontaneous Speaking. London, Delta Publishing.
Szesztay, M. (2020) Talking to learn, learning to talk, Versatile Publishing.
Tannen, D. (2013) The Power of talk In: On Communication, Harvard Business Review Press.
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Pohl, Uwe
Many ELT methodologists and applied linguists have to take up training roles, for example, in the provision of regional and national in-service training, curriculum development activities at their institutions or the training of school-based mentors. As subject specialists, they are often asked to pass their expertise on to others without any systematic preparation for this aspect of their work. For these reasons, this course is offered to educational professionals who would like to learn about the theory and practice of such training. It will focus on the knowledge and skills needed for the shift from university teacher to trainer, approaches to teacher education and mentoring, teacher training course design and methodology, as well as trainer roles and competences.
Competences
By the end of the course, participants are expected to demonstrate the following competences:
a) knowledge
· an awareness of teaching and training events as complex pedagogical and social encounters
· an understanding of how experiential learning and different models of training inform the practice of teacher education
b) skills
· the ability to design, implement and evaluate workshops and courses efficiently and effectively
· the skills to facilitate learning in training groups in a way that ensures the involvement of all group members and draws on the collective wisdom of the whole group
c) attitudes
· respect for teaching practitioners as co-educationalists who often work within challenging and restrictive institutional contexts
· sensitivity in dealing with all aspects of participant diversity (e.g. cultural, social, experience, proficiency) within a training group
Core readings
Bolitho, R./T. Wright (2007). Trainer Development. Lulu.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall.
Matei, G. et al (2007). First steps in teacher training: a practical guide. ECML/Council of Europe Publications. http://archive.ecml.at/mtp2/trained/results/
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ASPECTS OF VOCABULARY ACQUISITION AND TEACHING
Dóczi Brigitta
This course is intended to provide insights into various aspects of vocabulary knowledge, acquisition and teaching, and to give impetus for independent research in the following areas:
1. The mental lexicon and the bilingual mental lexicon
2. First language and second language lexical acquisition
3. The role of formulaic language in lexical acquisition
4. Cross-linguistic influences in second language lexical acquisition
5. The role of vocabulary knowledge in L2 reading and the role of reading in vocabulary acquisition; incidental learning vs. teaching of vocabulary
6. Vocabulary in ESP teaching; problems of terminology and sub-technical vocabulary
Specific aims: The aim of the course is to provide an overview at PhD level of first and second language lexical storage and processing as well as to show students what is currently known about second language vocabulary acquisition, research and teaching. Topics to be covered: vocabulary size, breadth, depth and fluency of word knowledge; word frequency and lexical coverage; receptive vs. productive aspects of vocabulary acquisition, direct and indirect learning of vocabulary, lexicography, assessment of vocabulary knowledge, and the use of technology in learning words
Requirements: reading the chapters and articles & taking notes, attendance and active participation, short presentations on chapters/articles, a term paper
Assessment: on the basis of the presentations and research paper/review of literature as well as attendance and participation in the lessons, the quality of the term paper
The course intends to produce the following learning outcomes:
a) knowledge
• The student is able to approach the study of vocabulary from different theoretical and research methodological perspectives.
• The student knows the diversity of knowledge about vocabulary acquisition and is able to interpret this knowledge.
b) skills
• The student is able to express themselves in a professional manner both in speech and writing in relation to vocabulary comprehension and processing.
• The student knows the diversity of the topic of vocabulary learning and is able to interpret this knowledge in an appropriate manner.
c) attitudes
• The student considers it important to keep up with and be familiar with the latest literature on the science of vocabulary acquisition as well as on the methods of conducting research related to the topic.
• The student consciously represents the academic language and communication norms of the field, authentically conveys the mindset of their profession / area of study.
• The student recognizes and understands the necessity and usefulness of the research-oriented and academic foundations of their profession / area of study.
d) autonomy and responsibility
• The student is able to educate themselves in their special field in an ongoing and autonomous manner.
• The student is able to professionally cooperate with other researchers and stakeholders in order for their professional growth.
• The student is keen to constantly follow the new findings in their specialized research area and subject methodology.
Week Date Topics to be covered
1 Introduction; the role of vocabulary; basic terminology, needs analysis
2 The mental lexicon of L1 and bilingual learners; lexical storage and lexical access, the role of memory
3 How many words – vocabulary size, lexical coverage, frequency & lexical profiling
4 How words are learned – depth of vocabulary, lexical fluency
5 Explicit teaching vs. incidental vocabulary learning
6 Texts, dictionaries and corpora – lexicography, issues with translation
7 Formulaic language: lexical phrases and chunks; vocabulary learning strategies
Autumn/Spring break
8 Spoken vs. written vocabulary; pattern grammar; how to research and
measure vocabulary
9 Learning and researching vocabulary inside the classroom (the task-based approach in vocabulary teaching), ESP
10 Assessing and testing vocabulary
11 Researching the relationship between vocabulary and technology
12 Individual consultation
Core reading:
Dóczi, B. (2024). A szókincs szerepe a nyelvtanulásban [The role of vocabulary in language learning]. Akadémiai Kiadó.
Webb, S. (Ed.). The Routledge handbook of vocabulary studies (pp. 46-65). New York, NY: Routledge. (set chapters)
Further readings will be provided in the course syllabus.
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TEACHING AND ASSESSING LANGUAGE MEDIATION SKILLS
Tankó Gyula
This course provides an advanced introduction to the teaching and assessment of language mediation skills, a central and innovative component of the Common European Framework of Reference for Languages: Companion Volume (CEFR CV, 2020). The course conceptualizes mediation as a socially situated, goal-oriented activity through which language users construct meaning, facilitate understanding, and negotiate knowledge across linguistic, cultural, and disciplinary boundaries. Emphasis is placed on mediation as an integral part of communicative language ability rather than as a subsidiary or derivative skill.
The primary focus of the course is on pedagogical and assessment approaches to written and oral mediation, with particular attention to summarization and paraphrasing of source-text content for specific audiences and purposes. Drawing on CEFR CV descriptors and illustrative scales as well as on guided summarization (Tankó, 2019), students will critically examine how mediation competences can be operationalized in instructional design and assessed in principled, transparent, and context-sensitive ways. The course also introduces propositional analysis as an analytical tool for evaluating the quality of mediated products, including summaries and paraphrases.
Through theoretical engagement, task analysis, and hands-on practice, the course equips students to design, teach, and justify mediation-focused learning and assessment activities in research, higher education, and professional language-use contexts.
The course intends to produce the following learning outcomes:
a) Knowledge
· CEFR CV (2020) mediation constructs, scales, and descriptors
· Theoretical foundations of mediation and propositional content analysis
· Guided summarization and the constructs a guided summary writing task operationalizes
b) Skills
· Designing mediation-oriented teaching and assessment tasks
· Analyzing and evaluating mediated texts using principled criteria
c) Attitudes
· Sensitivity to audience, purpose, and contextual demands
· Commitment to fairness and transparency in mediation assessment
d) Autonomy and responsibility
· Independent development of mediation-based pedagogical solutions
· Responsible use of CEFR-informed frameworks in research and practice
Core readings:
Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion Volume. Council of Europe Publishing.
Tankó, G. (2019). Professional writing: The academic context (2nd ed.). Eötvös University Press.
Tankó, G. (2024). Assessing academic reading ability. Cambridge Scholars Publishing.
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Albert Ágnes
The aim of this course is to familiarise students with the task types used and the performance measures applied in task-based research, and to enable them to design and conduct research in this area. After a brief introduction to the theory of TBLT, the course will focus on the different task types used in task-based research, and the performance measures applied for analysing tasks will also be discussed in detail. Besides reading and discussing the assigned theoretical articles, students will also be required to critically present one of the empirical articles included in the syllabus. Moreover, students will be required to design and conduct mini-research on a task type and write it up in the form of a seminar paper.
The course intends to produce the following learning outcomes:
a) knowledge
By the end of the course, participants will be able to:
· Explain the theoretical foundations of Task-Based Language Teaching (TBLT) and its relevance to task-based research.
· Identify and describe different task types commonly used in task-based research.
· Understand performance measures applied in analyzing tasks, including complexity, accuracy, and fluency metrics.
b) skills
Participants will develop the ability to:
· Critically evaluate theoretical and empirical research on task-based language learning.
· Deliver a structured, critical presentation on an empirical article, demonstrating synthesis and evaluation skills.
· Design and implement a mini-research project on a selected task type, applying appropriate performance measures.
· Analyze learner performance data using established metrics and interpret findings in light of theoretical frameworks.
c) attitudes
By the end of the course, participants are expected to:
· Appreciate the role of tasks in language learning and research.
· Demonstrate openness to diverse research approaches and critical engagement with empirical evidence.
· Commit to ethical and responsible research practices, including transparency and respect for participants.
d) responsibilities and autonomy
Participants will:
· Take responsibility for completing assigned readings, actively contributing to class discussions and planning and executing a mini-research project.
· Engage in self-directed learning and critical reflection to refine methodological competence.
Core readings:
Ellis, R. (2018). Reflections on task-based language teaching. Multilingual Matters.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Further readings will be provided in the course syllabus.
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