Seminaria Przedmiotowe (rok I M.A.) (semestr letni)

GROUP A

DR RADOSŁAW DYLEWSKI (A)

Lexicons of two major transoceanic varieties of English: American and Australian

In this seminar the following issues will be addressed:
a) The history of American vocabulary. The discussion will concentrate on loan-words, old words with new meanings, words with altered meaning, and lexical entries preserved in American English but lost in the language of the mother country;

b) The notion of Americanism - its definition and earliest examples; the (earliest) reactions to the influx of American words to English;

c) The supposed Africanization of the language of European Americans at the turn of the twenty first century;

d) A brief sketch of contemporary word geography of the United States

e) The rise of Australian lexicon with a special focus on selected borrowings and coinages;

f) Australian "slanguage."

The assessment will be based on the following: timely reading of assignments, good attendance records, one presentation, and passing an end-of-term quiz.

Selected bibliography:

Carver, Craig M. 1990. American Regional Dialects. Ann Arbor: The University of Michigan Press.

Dohan, Mary Helen. 1974. Our own words. New York: Alfred A. Knopf.

Lee, Margaret G. 1999. "Out of the Hood and into the News: Borrowed Black Verbal Expressions in a Mainstream Newspaper." American Speech, 74: 369-388.

Harris, Max. 1989. The Australian Way with Words. Melbourne: Heinemann.

Hornadge, Bill. 1980. The Australian Slanguage.North Ryde: Meuthuen.

Walker, Allen R. 2005. "Words Crisscrossing the Sea: How Words Have Been Borrowed Between England and America." American Speech, 80: 115-134.

DR HANNA RUTKOWSKA (A)

Aims and objectives of the course: to enable the student (a) to describe and identify the main features of morphology and syntax characterising English in its evolution between 1450 and 1700 (b) to evaluate the range of source materials available for the reconstruction of these features and (c) to relate the data of the period to general models for synchronic and diachronic description. Content: The course will discuss important morphological and syntactic developments of the period in question. It will focus mainly on the emergence of the modern second person pronoun paradigm and the developments within the class of auxiliary verbs, including the modals and the periphrastic DO, but other changes will also be considered. Much attention will be paid to the theoretical aspect of the morphosyntactic developments covered by the seminar, including the interrelation between the grammatical and sociolinguistic as well as stylistic issues. However, textual evidence will also be examined in considerable detail. Coursework and Assessment: Coursework will comprise one 2,000 word essay and one presentation. The final course mark will be based on the essay and the presentation as well as on the active participation in class and attendance.

DR JACOB THAISEN (A)

Middle English

This seminar aims at giving students hands-on experience with Middle English dialect materials and to equip them with tools for independent work. Our reading is going to be fairly limited as instead the coursework is mainly going to be structured around individual small-scale research projects that students are to complete in weekly steps under my guidance during term. We will be learning by doing, so to speak. Each student will be given a single (shorter!) primary-source text to work on. These are different copies of the same literary work, and by looking at what those copies tell us we will gradually build up a picture of how texts multiplied and disseminated in mediaeval England. Students wishing to participate in the seminar will be at an advantage if they have been exposed to the history of the English language before, but don't be too alarmed if you haven't. I will adopt a "bottom-up" text-based approach that does not presuppose intimate familiarity with Middle English grammar and phonology, nor with the literary work under discussion. To receive my signature, students must participate actively in class, complete each step in the small-scale research project described in the preceding and, by the end of term, have collected no more than two unexcused absences.

PROF. JACEK WITKOS (A)
Controlling Syntax in HEL

Where does the study of syntax belong? ‘Syntax in HEL!’ sounds like a good answer. This course is devoted chiefly to the study of certain aspects of the syntax of Old and Middle English within the framework of recent syntactic theories, such as GB and minimalism. The issues of basic word order patterns (both SVO and SOV in OE), the position of the verb in the clause (ME.’I like thou not’ vs. ‘I do not like you’) and the relationship between parameter (re-)setting and diachronic change feature prominently as our main preoccupations. A more ambitious objective of the course is to convince its participants that syntactic theory is a useful tool in accounting for both synchronic and diachronic linguistic phenomena.

When time allows for it, we will also make a brief foray into the theory of Control; this time we will use a synchronic minimalist perspective to consider various types infinitival constructions in PDE.

A successful completion of the Descriptive Grammar of English course and keen interest in the study area are prerequisites for the course. The credit is obtained on the basis of regular attendance, active participation in class discussions and a test. 

Selected literature:

Fuss, E. and C. Trips. 2002. Variation and Change in Old and Middle English-on the validity of the double base hypothesis”. Journal of Comparative Germanic Linguistics 4: 171-224.

Hornstein, N. (2000). Move! A minimalist theory of construal. Cambridge, Massachusetts: Blackwell.

Hornstein, N. (2003). On Control. In R. Hendric (ed.), Minimalist syntax. Oxford: Blackwell. 6-81.

Kayne, R. (2002). PRO and move paper In S.D. Epstein and T. S. Seely (eds.), Derivation and explanation in the Minimalist Program. Oxford: Blackwell. 133-166.

Van Kemenade, A. 1991. “Verbal Position in Old English: Evidential Problems“. Studia Anglica Posnaniensia 24: 111-36.

Landau. I. (2000). Elements of control. Structure and meaning in infinitival constructions. Dordrecht: Kluwer.

Landau, I. (2004). The scale of finiteness and the calculus of Control. Natural Language and Linguistic Theory 22: 811-877.

Landau, I. (2007). Two routes of control: Evidence from case transmission in Russian. Ms. Ben-Gurion University.

Lightfoot, D. 1979. Principles of Diachronic Syntax. Cambridge: Cambridge University Press.

Roberts, I. 1993. Verbs and Diachronic Syntax. Dordrecht: Kluwer

GROUP B

PROF. ANNA CIESLICKA (B)
The cognitive neuroscience of language
The subject of the seminar is the neurocognition of language, and so its major aim is scrutinizing neural underpinnings of the human language system. Thanks to the rapid development of brain-imaging techniques, it is now possible to measure brain activity related to language processing, as well as to identify neural correlates of the processes involved in using our memory, building our knowledge about the world, remembering our past experiences, or learning languages. The course will start with the overview of the methods used for studying brain's activity. Next, we will take a tour of the brain, getting to know its origin and development, the structure and electrical activity of neurons, as well as the way in which information is transmitted within the nervous system. We will then look into the structure of human memory, investigating not only psychological theories of knowledge representation and memory processes, but also the neural basis of memory formation and neurological evidence connected with memory loss. Questions such as how and why we forget information, what affects our ability to retrieve information from memory, how are false memories created, what are flashbulb memories, and what does performance of amnesiacs tell us about the difference between explicit and implicit memory, will be addressed. Next we will investigate state-of-the art research into how language is stored in the brain, looking at studies of split-brain patients, hemispheric dominance, and cerebral asymmetry. Our next goal will be defining attention and consciousness- to achieve this, we will investigate the neural basis of consciousness, discussing such issues as subliminal perception, altered states of consciousness, hypnosis, meditation, akinetic mutism, sleep, and epileptic automatism, among others. Language disorders, such as aphasia, dyslexia and dysgraphia will be considered next, as relevant in throwing light on the functioning of language in the brain. Finally, since gaining insights into the cognitive architecture of language is possible thanks to the investigation of language and cognitive impairments, we will look at impaired language processing in neurodevelopmental and neurodegenerative non-psychiatric and psychiatric disorders, such as autism, Alzheimer's disease, agenesis of corpus callosum, and schizophrenia.

PROF. AGNIESZKA-KIEŁKIEWICZ-JANOWIAK (B)
Language and age: Topics in lifespan sociolinguistics

The following topics will be discussed:
1.Age as a sociolinguistic variable. Age-related patterns in language use. Variationist studies about discrete age populations.
2.Language and lifespan identity: Theoretical approaches to discourse and self-identity. Marking age identity in discourse. Language socialisation across the lifespan.
3.Communication across age groups: (over)accommodation, the communicative predicament of aging model (Giles). Intergenerational talk: its dynamics and the sources of conflict.
4.Language and ageism. Textual representations of stereotyping age groups. Understanding social ageism as reflected in language and discourse. Ageism and anti-ageism. Ageing and humour.
Students will be asked to design a project involving data collection through structured interviews.

Selected readings:
Barker, V. – H. Giles –  J. Harwood. 2004. “Intra- and intergroup perspectives on intergenerational communication”, in J.F. Nussbaum – J. Coupland (eds.) Handbook of communication and aging research (2nd ed.) Mahwah, NJ: Erlbaum. 139-166.
Cheshire, Jenny. 1987. “Age and generation-specific use of language”, in: Ulrich Ammon – Norbert Dittmar – Klaus Mattheier (eds.) Sociolinguistics: An introductory handbook of the science of language and society. Berlin: Mouton de Gruyter, 760-767.
Coulmas, Florian. 2005. Sociolinguistics: The study of speakers' choices. Cambridge: Cambridge University Press. (Chapter 4. “Communicating across generations: age as a factor of linguistic choice”)
Coupland, Nikolas – Justine Coupland – Howard Giles. 1991. Language, society and the elderly. Oxford: Blackwell.
Coupland, Nikolas. 2001. “Age in social and sociolinguistic theory”, in: Nikolas Coupland – Srikant Sarangi – C. Candlin (eds.) Sociolinguistics and social theory. London: Pearson. 185-211.
Eckert, Penelope. 1997. “Age as a sociolinguistic variable”, in: Florian Coulmas (ed.) The handbook of sociolinguistics. Oxford: Blackwell. 151-167.
Harwood, J. – Giles, H. – E.B. Ryan. 1995. “Aging, communication, and intergroup theory: Social identity and intergenerational communication”, in: J. Nussbaum – J. Coupland (eds.). Handbook of communication and aging research. Hillsdale, N.J.: Erlbaum. 133-159.
Harwood, Jake – Howard Giles. 1992. “‘Don't make me laugh’: Age representations in a humorous context”, Discourse and Society 3/3: 403-36.
Lin, Mei-Chen – Mary Lee Hummert – Jake Harwood. 2004. “Representation of age identities in on-line discourse”, Journal of Aging Studies 18: 261–274
Nussbaum, Jon F. et al. 2005. “Ageism and ageist language across the life span: Intimate relationships and non-intimate interactions”, Journal  of Social Issues 61, 2: 287-305.
Nussbaum, Jon F.. – Justine Coupland (eds.). 2004. Handbook of communication and aging research. (2nd edition.) Mahwah, N.J.: Erlbaum.
Peccei, Jean S. 1999. “Language and age”, in: Linda Thomas – Shan Wareing (eds.) Language, society and power: An introduction. London – New York: Routledge. 99-115.

PROF. ROBERT LEW (B)
Studying dictionary use
In this seminar, after a brief general introduction to lexicography we will look at a number of methods with which dictionary use can be investigated. We will examine a selection of studies of dictionary use, compare their methods and results. Students will be asked to report on and critique these studies. It is recommended that seminar participants have an active interest in details of dictionary format (themselves being keen and observant dictionary users).
Credit requirements include timely reading of assignments, participation in discussion, in-class presentations, good attendance record, and design and/or administration of an original small-scale study.

DR MICHAL KRZYZANOWSKI (B)
Discourse and the Public Sphere:
Politics, International Organisations and the Media
The general aim of the course is to highlight the role of diverse discourses in construction and reproduction of the public sphere. Following a closer theoretical discussion on theories of the public sphere and key features of political language, the course shall focus on explaining and highlighting key analytic approaches to different instances of political language such as, e.g., parliamentary and other speeches, commemorative addresses, programmatic and other documents and document-chains, interviews with politicians, political media broadcasts, web-pages of political parties, etc. A particular attention shall be paid to theorising and analysing the differences between language-based political practices specific for national politics and international organisations (mainly the EU) as well as to different language-based, interdisciplinary methods of analysing national/ international political milieus of discourse production and reception.
The second part of the course shall be devoted to explaining key areas of media study from the linguistic and discourse analytic perspective. Following a broader theoretical introduction to the role of media in society and the public sphere (as well as on key issues in media production and reception), the course shall turn to presenting a variety of analytical approaches to different media genres in different contexts. Within the latter, a particular emphasis shall be put on the analysis of print media (key genres: news-report, editorial, commentary, etc.), broadcast media (news-broadcasts, entertainment shows, etc., in both radio and TV) and the internet (news-pages, infotainment web-sites, political and other web-logs, etc). The ‘traditional' applications of the selected media/genres in variety of social and political activities shall also be addressed.

Selected Key Readings:
Bell, A. (1991). The Language of News Media. Oxford: Basil Blackwell.
Calhoun, C. (Ed.)(1992). Habermas and the Public Sphere. Cambridge, M.A.: M.I.T. Press.
Chilton, P. and Ch. Schäffner (Eds.)(2002). Politics as Text and Talk: Analytic Approaches to Political Discourse. Amsterdam: John Benjamins.
Czyżewski, M, S. Kowalski, and A. Piotrowski (Eds.)(1997). Rytualny Chaos: Studium Dyskursu Publicznego. Cracow: Aureus.
Downing, J.D.H., D. McQuail, P. Schlesinger and E. Wartella (Eds.)(2004). The Sage Handbook of Media Studies, London: Sage (selected chapters).
Habermas, J. (1996). The Structural Transformation of the Public Sphere. Cambridge: Polity Press.
Krzyzanowski, M, and F. Oberhuber. (2007). (Un)Doing Europe. Discourses and Practices of Negotiating the EU Constitution. Brussels: P.I.E.-Peter Lang.
Muntigl, P., G. Weiss and R. Wodak (2000). European Union Discourses on Unemployment. Amsterdam: John Benjamins.
Wilson, J. (1990). Politically Speaking: The Pragmatic Analysis of Political Language. Oxford: Basil Blackwell.

GROUP C
PROF. ANATOLIJ DORODNYCH (C)
Effective communication: persuasion and manipulation
Aim: To teach students how to be successful communicators and how to detect manipulation Prerequisite: credit for ‘Introduction to Linguistics' Expectations: Students are expected to take an active part in discussions, and to present at least one paper orally or in written form (6 - 8 pages + list of references) Description: Discussion of theories and hypotheses concerning the relation between language and thought, beginning with Humboldt, Sapir and Whorf, through General Semantics, Bernsteinian elaborated and restricted code, to the Contemporary Theory of Metaphor, Frame Analysis and Critical Discourse Analysis. Review of works on persuasive discourse from Aristotle's rhetoric to NLP.
Selected literature:
Allan, K., 1995. "General semantics". In: Verschueren, Jef et al. (eds). Handbook of pragmatics: Manual. Amsterdam: John Benjamins.307-311
Austin, J., 1962. How to do things with words. Oxford: OUP
Bernstein, B., 1974. Class, codes and control. Vol.1. London: Routledge and Kegan Paul. 123-139
Burgoon, M. - F. Hunsaker - E. Dawson, 1994.Human communication. Thousand Oaks: SAGE Publication.
Fairclough, N., 1989. Language and power. London: Longman
Grice, H.P., 1975. "Logic and conversation". In: Cole, P. - J.L. Morgan (eds). Syntax and Semantics. Vol. 3. New York: Academic Press. 41-48
Whorf, B.L., 1956, in Carroll, J.B. (ed.). Language, thought, and reality: selected writings of Benjamin Lee Whorf. New York: Wiley
 

PROF. ALICJA PISARSKA (C)
Psycholinguistic context of translator training
Empirical research directed towards design and improvement of translator training courses will be viewed from the perspective of cognitive psychology. Fundamental concepts to be discussed include knowledge, memory, problem solving, creativity as well as data elicitation techniques and numerous related issues. Active participation in class and term paper are basis for credit.
P. Kussmaul, 1995 Training the translator
R. Sternberg, 1999 Cognitive psychology
 

DR ELZBIETA WASIK (C)
Human linguistics as an investigative perspective
Objectives of the course: Making aware the students that the only observable objects in reality constitute people with their linguistic properties perceived either as their inherent qualities or relational features of themselves as organisms, persons and speech participants aims at pointing out that the study of language belongs both to the physical and the logical domain. Course contents. The topic of our seminar is addressed to students who plan to write their master theses on texts as verbal means of signification embedded in social roles of communicating individuals and their culture. Therefore, the point of our departure will be a homocentric view of language. Studying people how they communicate in verbal and nonverbal behavior, we will observe which kind of dynamic links unite linguistic communities through verbal discourses and speech events concentrated around the realization of intentions, tasks or purposes of individuals. To support the position of human linguistics it will be necessary to discuss the achievements of anthropology, psychology and sociology as well as biology, philosophy and ethnology against the background of the philosophy of language. Assessment methods: To receive credits students are expected to take active part seminars; they are obliged to select and to submit individually or in-group a presentation of one or two positions related to the topic of the seminar.

PROF. ZDZISLAW WASIK (C)
Introduction to the communication theory
Objectives of the course. To make the students aware that the linguistic communication by verbal means is embedded in the social roles of communication participants and their culture. Course contents. The subject of our subject seminars will constitute means and ways of creating and interpreting meaning materialized in the products and behaviors of people. Their aim is to familiarize the students with basic notions related to encoding and decoding, sending and receiving of messages that occur in human interactions. It will be emphasized that interpersonal communication is realized by various bearers of meaning transmitted though various channels of communication. Those bearers of meaning may be found in the domain of verbal and nonverbal behavior of communication participants playing certain social roles in communicational events. A separate attention will be devoted to communication schemes modeling different constituents, contexts and situations of mutual-understanding processes among people. Hereto belong also topics connected with styles and functions of communication, the principles of effective communication, cooperation and politeness, as well as the issue of respecting the communicator's face in direct and indirect speech acts. Students will be made aware that knowing how to control and influence the interlocutors and how to create one's own image in interpersonal contacts facilitates successes in private and professional spheres. For this purpose they will be introduced also into the methods of transactional analysis utilizing the tools of semiotics and axiology based on the theories of sign-processing and valuation. The transactional relationships will be defined against the background of interactions. Interactional relationships are characterized as having reciprocal exchange of messages between sources and destinations so that each participant functions both as a sender and a receiver and alternately exchanges related ideas, values or emotions in communicational events. The notion of transaction implies that communication participants are not always the same in the beginning and in the end of forming their interpersonal relationships. They adjust and adapt themselves to and with their environments in dependence of changeable conditionings of interpersonal communication, determined among others by social, cultural, physical and individual variables. Assessment methods. The participation in the meetings is obligatory. Students are expected to make notes while listening to introductory lectures and to write a separate response, as a home assignment, after the lectures. They will be assessed according to their active participations in conversations during lectures and presentations.
 

GROUP D
PROF. GABRIELE KNAPPE (D)
Middle English, on the Basis of Chaucer's Troilus and Criseyde

The first of the two major aims of this course is to study the English language around 1400: its vocabulary and semantics, its morphology, phonology, and syntax. Secondly, we will encounter the most famous poet of medieval England, Geoffrey Chaucer, through his adaptation of one of the most favourite stories in the Middle Ages, namely the love story of Troilus and Criseyde.
Thus, a substantial part of the seminar will be taken up by an overview of and an introduction to Middle English aimed both at students who are curious about Middle English but have no prior knowledge of it and those who want to refresh and deepen the knowledge that they have.
Students will be asked to read the text in a modern translation before our second meeting in mid April. Excerpts of the original text, prepared at home, will be read, translated and discussed in class. On this basis we will both learn about Middle English and discuss important medieval concepts such as the tension between courtly (human) love and divine love, between fate and free will, and also medieval ideas of friendship and the role of women.
The seminar will take place in room 603A on the following days and times:
Thursday, 13 March 2008
16:45-18:15
18:30-20:00

Friday, 14 March 2008
15:00-16:30 (or: 18:30-20:00)
16:45-18:15

Thursday, 17 April
16:45-18:15
18:30-20:00

Friday, 18 April 2008
15:00-16:30 (or: 18:30-20:00)
16:45-18:15

Thursday, 8 May 2008
16:45-18:15
18:30-20:00

Friday, 9 May 2008
15:00-16:30 (or: 18:30-20:00)
16:45-18:15

Friday, 23 May 2008
15:00-16:30
16:45-18:15
18:30-20:00

PROF. JOSEPH KUHN (D)
Gothic Fictions and the American South
In the literary history of America ‘the South' is not so much a geographical section of the United States as a ‘region of the mind'. More tantalizingly still, even when ‘the South' is considered as a mental construction it is not so much a positive entity as something lost or distant, only incompletely mediated by memory. The seminar will try to examine a number of Southern texts that could be described as ‘Gothic' because they are texts of a troubled, blocked desire - in order to try to get a clearer idea of a region that in literary terms is elusive and ghost-like. In the nineteenth century these texts will include early, quasi-symbolist texts works such as Poe's ‘The Fall of the House of Usher' and regionalist short stories such as George Washington Cable's ‘Jean Ah Poquelin' and Kate Chopin's ‘Desire's Baby'. In the twentieth century the seminar will study the modernist verse of the Nashville Fugitives such as Allen Tate's ‘Ode to the Confederate Dead' and some of the fiction of William Faulkner (‘A Rose for Emily'; The Sound and the Fury). The seminar will conclude with an examination of how the Gothic forms of ‘the South' start to verge on a pastiche of themselves in Tennessee Williams's drama, A Streetcar Named Desire. The theoretical text at the core of the seminar will be Maurice Blanchot's The Space of Literature.

DR AGNIESZKA RZEPA (D)
Contemporary Canadian Prose in English
The aim of the seminar is to familiarize students with the Canadian literary tradition, in particular with the contemporary Canadian novel and short story. Works selected for discussion vary in style, subject-matter and focus, allowing students to appreciate the diversity of contemporary Canadian prose. The students will also read and discuss a number of critical texts constituting the theoretical background of our discussions of the literary works.
Each student will be required to prepare an oral presentation on a selected topic and act as a discussion-leader. Active participation in in-class discussions, as well as regular attendance, will also contribute to the final grade.

PROF. LILIANA SIKORSKA (D)
Irish literature in the past and today
This seminar is addressed to those, who were not particularly interested in the obligatory works read during their basic English literature classes. The seminar is designed to show diverse Irish texts concerned with Irish history, Irish mythology and Irish contemporary culture in its comic and tragic aspects. We will look both at the thematic and generic features of texts of writers such as Booker prize winners John Banville and Anne Enright. The reading list will include Irish literature in English as well as films made on the basis of literary works, for example Patrick Mc Cabe’s The Butcher Boy and Irish films such as Neil Jordan’s Intermission.

*** A/B/C/D PRIM ***

PROF. TERESA SIEK-PISKOZUB
Ludic strategy in language teaching

The notion of ludic strategy will be defined. Students will get acquainted with the role of play for learner development. Different theories of play will be discussed. Usefulness of play activities (games, role-plays, word-play, happenings, songs, storytelling) from the point of view of age factor will be analysed. Functions of ludic strategy for classroom learning and teaching will be considered. Importance of particular play activity for global and specific development will be studied. Students will also learn to design ludic activities for the process of foreign language learning & teaching.
Students will read assigned literature and prepare presentations and workshops for the seminar. They will participate in the discussion and the workshops.
Course Requirements: Participation in the seminar, giving presentation on a selected topic,  running a workshop, writing a review of an article on a related topic.

Literature:
Jensen, E. 1998. Teaching with the brain in mind. Alexandria, VA, ASCD.
Mathews, A., Soratt, M. & Dangerfield, L. (eds.) 1985. At the chalkface; Practical techniques in language teaching. London, Edward Arnold.
Moskowitz, G. 1978. Caring and sharing in the foreign language class. A source-book on humanistic techniques. Cambridge, Mass., Newbury House.
Siek-Piskozub, T. 1995. Gry i zabawy w nauczaniu języków obcych. Warszawa, WSiP.
Siek-Piskozub, T. 2001. Uczyć się bawiąc. Strategia ludyczna na lekcji języka obcego. Warszawa, PWN
Siek-Piskozub, T. 2002. Umuzykalnienie glottodydaktyki. Poznań, Motivex
Siek-Piskozub, T & A. Wach 2006. Muzyka i słowa. Muzyka i piosenka na lekcji języka obcego. Poznań: Wyd. UAM.
Journals
ET Forum
ELT Journal
Neofilolog
The Teacher

DR JACEK RYSIEWICZ
Language testing

The seminar is meant as an introductory course in language testing. The seminar will be devoted to the procedures of language test design and test validation. After an introduction to various purposes of language assessment, test types, testing methods, testing techniques and characteristics of a ‘good’ test basic statistical concepts needed in test validation and test scores interpretation will be discussed. The issues of test reliability and test validity will be implicated in the discussion as will be the ways of achieving these characteristics.
Students will be expected to design, pilot, carry out their own language test on a sampled population and then to analyze the tool and to report its psychometric properties. Some implications for classroom based second language acquistition research in the area of individual learner differences (ID) such as language aptitude, intelligence, cognitive styles and motivation will be briefly highlighted towards the end of the course.

Selected bibliography:
Brown, D. H. 2001. Teaching by principles. An interactive approach to language pedagogy. Longman.
Harrison, A. 1983. A language testing handbook. Macmillan Press Ltd.: London.
Johnson, K. 2001. An introduction to foreign language learning and teaching. Harlow: Pearson Education.
MacNamara, T. 2000. Language testing. OUP.