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Pedagogická fakulta Univerzity Komenského > Súčasti > Katedry > Katedra anglického jazyka, literatúry a didaktiky > Štúdium > Pre študentov > Záverečné práce a skúšky

Záverečné práce a skúšky



Termíny štátnej skúšky

Bakalársky stupeň

Najbližší termín štátnej skúšky je plánovaný na január 2027.

Magisterský stupeň

Najbližší termín štátnej skúšky je plánovaný na január 2027.


Témy bakalárskych prác


PaedDr. Peter Bojo, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Tomáš Hlava, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

dr.habil. Tamás Karáth, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Patricia Kotlebová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

prof. PhDr. Gabriela Lojová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Marianna Nosková, M.A., PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

PaedDr. Eva Smetanová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

doc. PaedDr. Martina Šipošová Chochulová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Stephanie Wilbur, MA

Témy záverečných prác budú zverejnené v októbri 2026.



Témy diplomových prác


PaedDr. Peter Bojo, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Tomáš Hlava, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

dr.habil. Tamás Karáth, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Patricia Kotlebová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

prof. PhDr. Gabriela Lojová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

Mgr. Marianna Nosková, M.A., PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

PaedDr. Eva Smetanová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.

doc. PaedDr. Martina Šipošová Chochulová, PhD.

Témy záverečných prác budú zverejnené v októbri 2026.



Dokumenty k tvorbe ZP

Smernica rektora VP 32/2023

Interný materiál k tvorbe ZP na KAJL

Citačná norma (pre ZP s témou o literatúre a kultúre)

Citačná norma (pre ZP zamerané na didaktiku a lingvistiku)



Tézy k štátnej skúške

Didaktika

Cieľom štátnej skúšky je preveriť úroveň teoretických poznatkov študentov, schopnosť syntetizovať a prakticky aplikovať teoretické didaktické vedomosti získané v jednotlivých kurzoch štúdia. Ku každej otázke bude priradená krátka problémová úloha, resp. prípadová štúdia, na ktorej študent preukáže svoju úroveň pedagogicko-psychologického myslenia a schopnosť aplikovať teoretické poznatky na riešenie konkrétneho problému z praxe.

  1. Learner-centred teaching in foreign language education.
  2. Individual differences in foreign language teaching.
  3. Age differences in foreign English teaching/learning.
  4. Learning styles and learning strategies in foreign language teaching/learning.
  5. The role of affective component in foreign language learning/teaching.
  6. Implementation of literary texts in English language teaching.
  7. Roles of the teacher and the learner in foreign language education.
  8. ELT: developing communicative skills – speaking.
  9. ELT: developing communicative skills – listening comprehension.
  10. ELT: developing communicative skills – reading comprehension.
  11. ELT: developing communicative skills – writing. Creative writing techniques.
  12. ELT: developing language means – pronunciation.
  13. ELT: developing language means – lexis.
  14. ELT: developing language means – grammar.
  15. Integration of all skills and means in foreign language teaching.
  16. Initiating and maximising interaction and communication in the language classroom (interactive principles, teacher’s questions, etc.).
  17. Increasing intercultural awareness in the process of English language teaching.
  18. The use of authentic materials in the EFL classroom.
  19. The impact of information and communication technology on foreign language teaching reasoned by theory and proved by research.
  20. Assessing and testing language learners.

Odporúčaná literatúra
  • BROWN, H.D.: Teaching by Principles – An Interactive Approach to Language Pedagogy. Prentice Hall Regents, 1994.
  • LOJOVÁ, G.: Učme cudzí jazyk efektívnejšie. Bratislava: UK Bratislava, 2019.
  • LOJOVÁ, G.: Individuálne osobitosti pri učení sa CJ. Bratislava: UK Bratislava, 2005.
  • GOWER, R et al.: Teaching Practice. A handbook for teachers in training. Oxford: Macmillan, 2005.
  • HARMER, J.: The Practice of English Language Teaching. Harlow: Pearson, 2007.
  • NUNAN, D.: Language Teaching Methodology. Prentice Hall, 1991.
  • REPKA – PČOLINSKÁ – ŠIPOŠOVÁ: An Introductory Course in English Language Didactics. Bratislava: Z-F Lingua, 2015.
  • REPKA, R. – ŠIPOŠOVÁ, M.: Communicative Approach and the Teaching of English Language Means to Slovak Learners. Bratislava: Z-F Lingua, 2016.
  • REPKA, R. – ŠIPOŠOVÁ, M.: The teaching of communicative skills to Slovak English language learners. Bratislava: Z-F Lingua, 2017.
  • SCRIVENER, J.: Learning Teaching. Macmillan, 2005.
  • SKEHAN, P.: Individual Differences in Second Language Learning. London: Edjward Arnold, 1989.
  • UR, P.: A Course in Language Teaching. Cambridge: CUP, 2002.


Lingvistika

Cieľom štátnej skúšky je preveriť schopnosť študentov syntetizovať a prakticky aplikovať teoretické lingvistické vedomosti získané v jednotlivých kurzoch štúdia. Študenti budú svoje vedomosti prezentovať prostredníctvom praktickej analýzy textu. Obsah štátnej skúšky vychádza čiastočne z povinného predmetu M-ANGde-001, M-ANGex-001, M-ANJde-001, M-ANJex-001, Lexikológia II a najmä z povinného predmetu M-ANGde-006, M-ANGex-006, M-ANJde-006, M-ANJex-006: KONTRASTÍVNA LINGVISTIKA, ktorý priamo nadväzuje na ciele a obsah jednotlivých lingvistických disciplín v bakalárskom a magisterskom štúdiu a syntetizuje poznatky. Navyše poznatky študentov obohacuje o komparatívno-lingvistické aspekty.

KAJL ďalej poskytuje aj tieto prípravné kurzy na štátnice:

1. M-ANGde-013 Lingvistická analýza textu I
(Všeobecný lingvistický a lexikálny rozbor textov)

2. M-ANGde-014 Lingvistická analýza textu II
(Všeobecný lingvistický, morfologický a syntaktický rozbor textov)



Priebeh skúšky z lingvistiky

Študentovi bude vygenerované číslo otázky, resp. zadania, v ktorom bude uvedený požadovaný typ rozboru (lexikologický, morfologický alebo syntaktický) priloženého textu. Na základe prípravy študent demonštruje stupeň porozumenia anglickému jazyku ako lingvistickému systému prostredníctvom analýzy priloženého textu a exemplifikácie v ňom identifikovaných lingvistických fenoménov.

Typy rozboru textu:

1. lexikologický
2. morfologický
3. syntaktický

 

1. Lexikologický rozbor bude zameraný na niektoré z nasledovných oblastí:
• Various word-formation processes (affixation, conversion, compounding, shortening, etc.)
• Semantic changes (metaphor, personification, metonymy, euphemisms/dysphemisms, etc.)
• Formal and semantic relations among words (homonymy, homophony, polysemy, synonymy, antonymy, etc.)
• Multiword units – collocations and idioms
• Stylistic classification of words (neutral, formal, informal, etc.)

2. Morfologický rozbor bude zameraný na niektoré z nasledovných oblastí:
• Find and analyse phrases (NP, VP, AdjP, AdvP, VP)
• Grammatical categories of nouns (number, gender, case)
• Usage of articles (generic, specific and unique reference)
• Linguistic characteristics of adjectives and adverbs
• Linguistic characteristics of verbs and verb phrases
• Time, tense, aspect, voice, mood
• Modal and primary auxiliary verbs

3. Syntaktický rozbor bude zameraný na niektoré z nasledovných oblastí:
• Clause elements
• Types of sentences
• Word order and variations on clause types
• Negation of sentences
• Complex sentence analysis, relative and conditional clauses
• Reported speech
• Pro-forms and ellipsis

Literatúra

Aims
The aim of the literature part of the state exam is to demonstrate students’ ability to interpret, analyse, and meaningfully engage with literary texts, drawing on knowledge acquired in the compulsory literature courses of the MA programme. Rather than merely reproducing theoretical knowledge, students are expected to apply key concepts in the analysis of selected literary works and to show an awareness of their relevance for classroom practice. It is the students’ responsibility to prepare all the topics listed below. The recommended authors, key concepts, and suggested quotations are designed to support and guide students’ preparation, not to limit it.

Structure of the exam topic
Each topic consists of the following four components:
  1. Recommended authors to involve
    2. The list of authors is a suggestion, a potential pool of authors whose texts can be discussed. Students are expected to select 3–4 works (by different authors) and to demonstrate their profound knowledge of the texts. Instead of plot summaries and contextual details, students should focus on their own observations supported by the key concepts provided for the topic.
  2. Key concepts
    3. The listed key concepts indicate the main interpretive areas relevant to the topic. Students are expected to:
    • demonstrate familiarity with these concepts
    • incorporate some of them (not necessarily all) into their presentation
    • use them as tools for analysing and comparing literary texts
  3. Quote to reflect on (optional)
    4. Each topic includes a short quotation from one of the authors. The discussion of this quotation is not compulsory, but it serves as:
    • a point of entry into the topic
    • a stimulus for interpretation and discussion
    • a way to connect different texts within the topic
  4. Pedagogical alignment
    5. In the final part of their presentation, students are invited to briefly reflect on the pedagogical potential of the topic, that is, on how the topic fits goals of EFL teaching, methods, and outcomes. The discussion of classroom applications may involve specifically:
    • how it can contribute to developing students’ skills
    • what types of classroom activities it may support
    • what broader educational focus it enables (e.g. identity, ethics, critical thinking).
Exam procedure
Students are expected to deliver a structured and argumentative presentation of approximately 10 minutes, which should include:

  1. Brief contextualisation of the topic (relevant period, themes, or tendencies)
  2. Interpretation and analysis of selected literary texts, using key concepts where appropriate
  3. Integration of the quotation (optional) as a point of reflection or comparison
  4. Conclusion with pedagogical alignment, linking the topic to EFL classroom practice


The emphasis is on:
  • close reading and interpretation, rather than encyclopaedic knowledge
  • connecting theory with textual analysis
  • clear and coherent argumentation


Students should aim to present a focused, well-supported interpretation, rather than attempting to cover all possible aspects of the topic. After the presentation, students will answer follow-up questions related to their topic.

Topics of the state exam in literature
  1. Turn-of-the-century (fin de siècle) British literature
    • Recommended authors to involve: Joseph Conrad, Oscar Wilde
    • Key concepts to reflect: imperialism, ethics and moral ambiguity, social criticism, aestheticism
    • Quote to reflect: “The horror! The horror!” (J. Conrad)
    • Pedagogical alignment: literature as a tool for examining ethics

  2. Turn-of-the-century American literature
    • Recommended authors to involve: Jack London, Henry James, Mark Twain, Charlotte Perkins Gilman
    • Key concepts to reflect: naturalism, psychological realism, local colour versus social homogenization, first-wave feminism
    • Quote to reflect: “Life is very much more exciting now than it used to be.” (Ch. Perkins Gilman)
    • Pedagogical alignment: diary and reflective writing

  3. British modernist poetry
    • Recommended authors to involve: Thomas Stearns Eliot, Wilfred Owen, Siegfried Sassoon, Rupert Brooke
    • Key concepts to reflect: modernism, alienation, poetry as response to crisis, war and trauma
    • Quote to reflect: “Dulce et decorum est / Pro patria mori.” (W. Owen)
    • Pedagogical alignment: critical thinking about propaganda and ideology

  4. American modernist poetry
    • Recommended authors to involve: H. D. (Hilda Doolittle), Ezra Pound, Robert Frost, Edwin Arlington Robinson, William Carlos Williams, E. E. Cummings
    • Key concepts to reflect: experimentation, imagism, creative decomposition, traditionalism
    • Quote to reflect: “This is just to say” (title of W. C. Williams’s poem)
    • Pedagogical alignment: language awareness and creativity

  5. Peculiarities of British modernist fiction
    • Recommended authors to involve: Virginia Woolf, James Joyce, D. H. Lawrence
    • Key concepts to reflect: modernist narrative techniques, stream of consciousness, epiphany
    • Quote to reflect: “Mrs. Dalloway said she would buy the flowers herself.” (V. Woolf)
    • Pedagogical alignment: perspective and narrative exercises

  6. Peculiarities of American modernist fiction
    • Recommended authors to involve: Ernest Miller Hemingway, F. Scott Fitzgerald, William Faulkner
    • Key concepts to reflect: Lost Generation, iceberg theory, omission, fragmentation, Roaring Twenties, decline of the South
    • Quote to reflect: “So we beat on, boats against the current, borne back ceaselessly into the past.” (F. S. Fitzgerald)
    • Pedagogical alignment: interpretation of gaps, meaning beyond explicit texts

  7. Tendencies in British post-WWII poetry
    • Recommended authors to involve: Philip Larkin, Ted Hughes, Seamus Heaney
    • Key concepts to involve: post-war disillusionment, subversive language, nature as power, memory and identity, cultural belonging
    • Quote to reflect: “There is no better way to know us / Than as two wolves, come separately to a wood.” (T. Hughes)
    • Pedagogical alignment: the potential of metaphor in teaching

  8. Tendencies in American post-WWII poetry
    • Recommended authors to involve: Alan Ginsberg, Charles Olson, Sylvia Plath, Maya Angelou
    • Key concepts: confessionalism, traditionalism, Beat Generation, protest, identity
    • Quote to reflect: “Still I rise” (M. Angelou)
    • Pedagogical alignment: inclusion and empowerment in the classroom

  9. British fiction after WWII
    • Recommended authors to involve: George Orwell, Graham Greene, Kazuo Ishiguro, Salman Rushdie, Jeanette Winterson, Julian Barnes
    • Key concepts: dystopia, power and control, postmodern narrative techniques (blending fiction and reality, intertextuality, metafiction), displacement, identity and hybridity, memory and unreliability
    • Quote to reflect: “Big Brother is watching you.” (G. Orwell)
    • Pedagogical alignment: developing critical reading through literature

  10. American fiction after WWII
    • Recommended authors to involve: Shirley Jackson, Paul Auster, Toni Morrison, Susan Sontag
    • Key concepts: media, hyperreality, instability of meaning, postmodern narrative techniques (fragmentation, alternative plots, metafiction)
    • Quote to reflect: “This soil is bad for certain kinds of flowers. Certain seeds it will not nurture, certain fruit it will not bear, and when the land kills of its own volition, we acquiesce and say the victim had no right to live.” (T. Morrison)
    • Pedagogical implication: media literacy shaping perception

  11. Varieties of British drama in the 20th century
    • Recommended authors to involve: Samuel Beckett, John Osborne, Harold Pinter
    • Key concepts: theatre of the absurd, breakdown of communication, isolation, social anger and realism, existential threats
    • Quote to reflect: “Nothing to be done.” (S. Beckett)
    • Pedagogical alignment: role-play and performance-based activities

  12. Varieties of American drama in the 20th century
    • Recommended authors to involve: Eugene O’Neill, Tennessee Williams / Arthur Miller, LeRoi Jones (Amiri Baraka)
    • Key concepts: modernist experimentation with staging, illusion and disillusionment, the American Dream, dysfunctional family, social breakdown
    • Quote to reflect: “A small man can be just as exhausted as a great man.” (A. Miller)
    • Pedagogical alignment: emotional literacy development through role-play and dialogue

  13. Minority identities and voices in 20th century British literature
    • Recommended authors to involve: Virginia Woolf, Salman Rushdie, Kazuo Ishiguro, Jeanette Winterson
    • Key concepts: identity as a construct, marginality, voice and silencing, otherness, multiculturalism, resistance
    • Quote to reflect: “Lock up your libraries if you like… but there is no gate… upon the freedom of my mind.” (V. Woolf)
    • Pedagogical alignment: developing empathy through literature

  14. African-American voices and identities in 20thcentury American literature
    • Recommended authors to involve: Martin Luther King, James Baldwin, Langston Hughes, LeRoi Jones (Amiri Baraka), Toni Morrison, Maya Angelou
    • Key concepts: racism, double consciousness, Harlem Renaissance, Civil Rights movement, (de)segregation, memory and heritage of slavery
    • Quote to reflect: “Injustice anywhere is a threat to justice everywhere.” (M. L. King)
    • Pedagogical alignment: trauma-sensitive education and the power of voice

  15. Minority ethnic voices and identities in 20th century American literature (Jewish American, Asian American, Hispanic and Native American writing in the USA)
    • Recommended authors to involve: Bernard Malamud, Amy Tan, Sandra Cisneros, Zitkala-Sa
    • Key concepts: Melting Pot (assimilation), salad bowl (multiculturalism), Hispanic/Latino, transitory identity, cultural preservation, minority stereotypes and biases
    • Quote to reflect: “Not a soul reasoned quietly with me, as my own mother used to do; for now I was only one of many little animals driven by a herder.” (Zitkala-Sa)
    • Pedagogical alignment: teaching intercultural competence through literature

  16. Feminist and LGBTQ writing in 20th century American literature
    • Recommended authors to involve: H. D. (Hilda Doolittle), Susan Sontag, Amy Tan, Toni Morrison, Michael Cunningham
    • Key concepts: first-wave and second-wave feminism, non-normativity, agency, visibility, rewriting mainstream discourse and classical myths from female perspectives, gender roles, queer identity, victimhood
    • Quote to reflect: “Definitions belong to the definers—not the defined.” (T. Morrison)
    • Pedagogical alignment: working against gender bias in the classroom with literature, safe classroom environment

  17. Social protest in American post-WWII literature
    • Recommended authors to involve: Joseph Heller, the Beat Generation, Jerome David Salinger, Martin Luther King, LeRoi Jones (Amiri Baraka), Maya Angelou
    • Key concepts: anti-war literature, Vietnam War, Beat Generation, counterculture, consumerism, Civil Rights movement, satire
    • Quote to reflect: “Still I rise.” (M. Angelou)
    • Pedagogical alignment: the potential of literature in addressing current and sensitive issues in the classroom

  18. Education, youth and coming of age in 20th-century British and American literary reflections
    • Recommended authors to involve: Virginia Woolf, James Joyce, Zitkala-Sa, Jerome David Salinger, Muriel Spark, Amy Tan, Sandra Cisneros
    • Key concepts: coming of age literature, sociological generations (Lost Generation, Silent Generation, Baby Boomers, Generation X / Y), counterculture, youth culture, challenging mainstream discourse
    • Quote to reflect: “Don’t ever tell anybody anything.” (J. D. Salinger)
    • Pedagogical alignment: supporting adolescent problems and crises through literature

  19. Failure and resilience in 20th-century British and American literature
    • Recommended authors to involve: free choice
    • Key concepts: the American Dream, welfare state, trauma, social anger, class division, discrimination, segregation, marginalization, otherness, narratives of hope and rise, reflections of crisis in literature
    • Quote to reflect: “Work a lifetime to pay off a house.” (A. Miller)
    • Pedagogical alignment: goal-setting and developing resilience through literature

  20. Modern and postmodern British and American literature and reading motivation
    • Recommended authors to involve: free choice
    • Key concepts: reader-response, meaning (in modern and postmodern literary theories), instability of meaning, reading for pleasure, intensive and extensive reading
    • Quote to reflect: “If there’s a book that you want to read, but it hasn’t been written yet, then you must write it.” (T. Morrison)
    • Pedagogical alignment: reading motivation through literature



Postup pri obhajobe záverečnej práce

Študent si v dostatočnom časovom predstihu pred začiatkom1 štátnej záverečnej skúšky nahrá súbor s prezentáciou do PC v pridelenej miestnosti podľa harmonogramu. Priebeh obhajoby záverečnej práce organizuje predseda štátnicovej komisie; obhajoba sa skladá z dvoch (2) častí:

  1. prezentácia Záverečnej práce
  2. diskusia k prezentovanej Záverečnej práci

1. prvá časť - prezentácia Záverečnej práce

 

Úlohou študenta je predstaviť štátnicovej komisii svoju Záverečnú prácu, a to v anglickom jazyku (viď Študijný poriadok UK v BA - ZP vypracovaná v cudzom jazyku – anglickom). Prezentácia Záverečnej práce je profesionálnym a odborným výstupom študenta2. Po obsahovej stránke sa prezentácia zameriava na: 

  • cieľ Záverečnej práce
  • teoretické východiská3
  • hlavnú tézu práce, statement / research gap, hypotézy
  • vlastný výskum4, metodológiu práce5 
  • zistenia, závery a prínos pre (pedagogickú) prax

Vlastnú prezentáciu študent ukončí záverečným „thank you slide-om“. Týmto slidom sa končí prvá časť obhajoby Záverečnej práce v časovej dotácii maximálne 5-7 minút (Bc.), resp. 7-10 minút (Mgr).6

 

Formálne náležitosti .ppt prezentácie

  • hlavné nadpisy: 60pts, podnadpisy a text: 24pts, font: Calibri.
  • max. 5-6 kľúčových informácií na jeden slide – cez odrážky (nie bloky textu)
  • bez „dramatických“ efektov prechodov a animácií, ktoré .ppt ponúka
  • počet slidov: nie je stanovený, zohľadňuje však obsah a alokovaný čas (Bc. 5-7 minút, Mgr. 7-10 minút)

 

2. druhá časť - diskusia k prezentovanej Záverečnej práci

 

Po odprezentovaní Záverečnej práce je komisia oboznámená s posudkami školiteľa a oponenta (podľa ŠP v štátnom jazyku). Vlastná diskusia k prezentovanej Záverečnej práci začína zodpovedaním otázok školiteľa a oponenta z posudkov7 a pokračuje odbornou diskusiou na základe ďalších otázok a podnetov členov komisie. Diskusia sa končí na pokyn predsedu komisie.

________________ 

1 Štátne záverečné skúšky začínajú o 9:00, predchádza im oficiálne otvorenie, pred ním ešte up-load súborov všetkých študentov do PC (cca 8:45).

2 Podlieha odbornému jazykovému štýlu, obsah sa nečíta.

3 Teoretickej časti je potrebné venovať značne menšiu časť prezentácie ako predstaveniu vlastneých aktivít a zistení. Slúži najmä na kritickú analýzu súčasného stavu poznania, z ktorých vyplýva hlavná téza práce.

4 Výskumom sa rozumie aj akékoľvek skúmanie či porovnávanie zdrojov pri prácach kompilačného charakteru.

5 Predstaveniu metodológie, limitov skúmania a výsledkom je potrebné venovať väčšiu časť prezentácie.

6 Odporúčame celú prezentáciu si v domácom prostredí vopred vyskúšať a odmerať jej trvanie.

7 Tieto je potrebné mať zobrazené na slide-och (preložené do AJ). Odpovede na otázky môžu byť zobrazené na slidoch, nie je to však podmienkou.