|
|
Lehrveranstaltungen
| |
English Phonetics and Phonology -
- Dozent/in:
- David Koch
- Angaben:
- Übung, 2 SWS, ECTS: 2
- Termine:
- Do, 8:00 - 10:00, U2/230
- Voraussetzungen / Organisatorisches:
- Students must register for this seminar via e-mail with David.Norbert.Koch(at)gmx.de until September 29, 2008. The subject line in your e-mail should be: "English Phonetics & Phonology". However, if there are spots remaining, students who register after this deadline will be granted admission. The admission procedure for the course follows a FCFS (first-come, first-served) basis. Do not forget to provide me with the following information when registering for the course: Name / Course of Studies / Number of Semesters.
The number of participants is limited to 30.
If you have questions concerning the seminar, its structure, content, etc., feel free to contact me via e-mail.
- Inhalt:
- Course description
This course is concerned with central aspects of phonetics and basic phonological concepts. It will provide a description and classification of speech sounds together with a discussion of all English vowels, semi-vowels and consonants. Particular attention will be paid to the problems German learners have with English pronunciation. Students will also learn to use the IPA system to transcribe English texts, including the use of strong and weak forms, lexical and syntactic stress.
|
| |
Proseminar II: Applied Linguistics -
- Dozent/in:
- David Koch
- Angaben:
- Proseminar, 2 SWS, ECTS: 6
- Termine:
- Mi, 12:00 - 14:00, U2/230
- Voraussetzungen / Organisatorisches:
The prerequisite for joining this seminar is the successful completion of the Introduction to English Linguistics (Proseminar I/Basismodul Sprachwissenschaft)
Students must register for this seminar via e-mail with David.Norbert.Koch(at)gmx.de until September 29, 2008. The subject line in your e-mail should be: "PS II: Applied Linguistics". However, if there are spots remaining, students who register after this deadline will be granted admission. The admission procedure for the course follows a FCFS (first-come, first-served) basis. Do not forget to provide me with the following information when registering for the course: Name / Course of Studies / Number of Semesters / Why are you interested in that course?
The number of participants is limited to 20.
If you have questions concerning the seminar, its structure, content, etc., feel free to contact me via e-mail.
- Inhalt:
Course description
The course will focus on both theoretical as well as practical aspects of Applied Linguistics and will hopefully give you an overview of the field. The seminar format requires that everyone contributes actively to class discussions where diversity of opinion is expected and encouraged. It is absolutely necessary that you have finished reading the required chapters in the course book before our first session (more under "Course Requirements"). Since we cannot cover all disciplines involved in Applied Linguistics, we will choose which topics we will focus on during the first class session(s).
What is "Applied Linguistics"?
"Applied Linguistics is using what we know about (a) language, (b) how it is learned and (c) how it is used, in order to achieve some purpose or solve some problems in the real world." (Schmitt, N. (2002). An introduction to applied linguistics. London: Arnold.)
Applied Linguistics is multi-disciplinary in nature, reflecting the complex nature of languages. It consists of disciplines like Discourse Analysis, Pragmatics, Corpus Linguistics, Second Language Acquisition (SLA), Psycholinguistics and Sociolinguistics and also deals with differences in learners, language assessment, and the four basic skill (listening, reading, writing, speaking) and how to teach them best.
Requirements for obtaining ECTS-credits/a Schein:
The diversity of the requirements will provide you with various opportunities to contribute to a good grade and will give each student the chance to make the best of their abilities. Each requirement must be passed in order to receive a "Schein".
Course Requirements
Introductory Test 5%
Attendance and Participation 20%
Reflective Writings 10%
Group Discussion 25%
Final Paper or Take-Home Exam 40%
Introductory Test (5 %)
In order to guarantee that the chapters 1, 4, 5, 6, 7, 8, 9 and 10 of the course book (Schmitt, N. (2002). An introduction to applied linguistics. London: Arnold.) are read, there will be a test during the first class meeting (October 15) to check your knowledge on the topic areas and how well you prepared the material. The introductory test must be passed in order to continue with the seminar. This is necessary to make sure that you to get the most out of this course. If you are not well prepared at the beginning of the seminar and before each of the class meetings, this course will not be effective for you. If you have an overview of the topics you read about, this test will be easily manageable for you.
Attendance and Participation / Quizzes (20%)
Please come to class ready to actively discuss the topics in the readings because this is of utmost importance to make this course a success for you and your fellow students. In preparation for each class, please prepare 4-5 questions or comments (per topic area) from the readings to bring to class and also turn in a copy to your instructor. Be as eager to listen to and react to your classmates’ questions and comments as you are to share your own. It is taken for granted that you will be present at all class meetings and turn in work on time, therefore there is no need for a strict attendance or late-work policy. If you are unable to be in class or complete an assignment on time, please discuss that with me prior to missing class or turning in a late assignment. Unexcused absences will negatively affect the final course grade.
I will choose to give quizzes when I realize that students are not prepared for class. A quiz is a short, in this case unannounced, written test. The quizzes would cover class readings and you would have to identify and explain key terms, concepts, questions and issues in the field of Applied Linguistics. However, I do not believe that this will be necessary. Giving quizzes would only be my "last" option.
Reflective Writings (10%)
You will have to hand in two reflective writings. These writings should demonstrate how your beliefs on certain aspects of Applied Linguistics evolve during this course. Please make sure that you do the first reflective writing before you start reading any literature on Applied Linguistics.
Reflective Writing #1 (due on October 15)
Explore your thoughts about certain aspects of Applied Linguistics. First, write a 2-3 page (~ 800-1200 words) typed (double-spaced) learner autobiography with details about your language learning experiences.
Then answer the following questions in a 2-3 page (~ 800-1200 words) typed (double-spaced) paper:
1. How do you think the grammar of a language is learned and taught best?
2. How about vocabulary? What would you consider the best way to learn and teach vocabulary?
3. How do you think that people learn languages? Are there differences in learners? Does everyone learn in the same way?
4. What about the four basic skill (reading, listening, writing, speaking)? How important are they in using a language and to what degrees? What would you consider the best way to teach those skills?
Please answer those four questions in a coherent essay.
Reflective Writing #2 (due on February 16)
At the end of the semester, re-read and reflect on your learner autobiography from the beginning of the semester and what you have learned during the semester. Then reflect on the above four questions again. In your second reflective writing, rearticulate your beliefs and address both the changes and consistencies in your beliefs (i.e. examine and provide an explanation for how you think your beliefs evolved and/or remained the same). Again, please try to answer the questions in a cohesive text (~ 1000-1400 words).
Group Discussion (25%)
There will not be a typical presentation in the form of a Referat in this course. However, each student will lead a group discussion about one of the topic areas of the course. You can also team up with one fellow classmate and do the group discussion together. Those students doing the presentation will be the experts for that specific area. The background, for the students leading the discussion, will be the readings in the course book (Schmitt 2002) and additional literature (books, scholarly articles, etc.). The focus on the part of the group discussion leaders should be on facilitating a healthy, critical discussion among and between group members. In order to make the group discussion session easier to follow, a handout would be useful. Possible journals for scholarly articles include: CALICO Journal, The English Language Teaching Journal (ELT), Foreign Language Annals (FLAnnals), The Modern Language Journal, TESOL Quarterly, Die Unterrichtspraxis, etc. Details of how to carry out a group discussion will be discussed during our first meeting.
Take-Home Exam or Final Paper (40%)
You have the option between a take-home exam or a final paper as the final assignment. In the take-home exam you will have to answer three essay questions thoroughly. In each essay (each essay should be about 5-6 pages typed, i.e. ~ 1200-1500 words), I expect you to clearly define terms, use theory (cite theories, research studies, etc.), and relate theory to practice. You must include a bibliography. Be sure to use all class materials (book(s), articles, info from group discussions, if applicable, and any additional materials that may apply).
In the final paper (~ 3500-4500 words) I want you to discuss one topic area of your choice in greater detail. This will involve a thorough literature research and summary of the chosen topic.
You will have to decide towards the end of the semester what you are going to choose.
- Empfohlene Literatur:
Required readings by October 15:
Make sure that you have read chapters 1, 4, 5, 6, 7, 8, 9 and 10 of the following book by October 15:
Schmitt, N. (2002). An introduction to applied linguistics. London: Arnold.
ISBN: 9780340764190
|
| |
Proseminar II: Second Language Acquisition -
- Dozent/in:
- David Koch
- Angaben:
- Proseminar, 2 SWS, ECTS: 6
- Termine:
- Fr, 12:00 - 14:00, U2/130
- Voraussetzungen / Organisatorisches:
The prerequisite for joining this seminar is the successful completion of the Introduction to English Linguistics (Proseminar I/Basismodul Sprachwissenschaft)
Students must register for this seminar via e-mail with David.Norbert.Koch(at)gmx.de until September 29, 2008. The subject line of your e-mail should be: "PS II: Second Language Acquisition". However, if there are spots remaining, students who register after this deadline will be granted admission. The admission procedure for the course follows a FCFS (first-come, first-served) basis. Do not forget to provide me with the following information when registering for the course: Name / Course of Studies / Number of Semesters / Why are you interested in that course?
The number of participants is limited to 20.
The seminar is recommended especially to those students studying "Lehramt" since it really focuses on how to learn and teach a second language with research and theoretical findings as the basis. However, all other degrees are more than welcome to join the course.
If you have questions concerning the seminar, its structure, content, etc., feel free to contact me via e-mail.
- Inhalt:
Course description
In this course we will examine the process of learning and using a second language. Research in second language acquisition (SLA) is multi-disciplinary in nature, reflecting the complex nature of language learning and use. Linguistic, psychological and social processes that underlie language learning and use will be introduced and current research findings will be examined. The content of the course will focus on both theoretical as well as practical aspects of SLA. The seminar format requires that everyone contributes actively to class discussions where diversity of opinion is expected and encouraged. It is absolutely necessary that you have finished reading the required materials before the course starts (more under "Course Requirements").
What is "Second Language Acquisition" (SLA)?
"The systematic study of how people acquire a second language is a fairly recent phenomenon, belonging to the second half of the twentieth century. Its emergence at this time is perhaps no accident. This has been a time of the ‘global village’ and the ‘World Wide Web’, when communication between people has expanded way beyond their local speech communities. As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. At first sight, the meaning of the term ‘SLA’ seems transparent but, in fact, it requires careful explanation. For one thing, in this context ‘second’ can refer to any language that is learned subsequent to the mother tongue. Thus, it can refer to the learning of a third or fourth language. Also, ‘second’ is not intended to contrast with ‘foreign’. Whether you are learning a language naturally as a result of living in a country where it is spoken, or learning it in a classroom through instruction, it is customary to speak generically of ‘second’ language acquisition. ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom, and ‘Second Language Acquisition’ as the study of this." (Ellis, R. (1997). Second language acquisition. Oxford introductions to language study. Oxford: Oxford University Press.).
Requirements for obtaining ECTS-credits/a Schein:
The diversity of the requirements will provide you with various opportunities to contribute to a good grade and will give each student the chance to make the best of their abilities. Each requirement must be passed in order to receive a "Schein".
Course Requirements
Introductory Test 5%
Attendance and Participation 20%
Reflective Writings 10%
Group Discussion 25%
Final Paper or Take-Home Exam 40%
Introductory Test (5 %)
In order to guarantee that the book (Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge introductions to language and linguistics. Cambridge, UK: Cambridge University Press.) used in the course is read, there will be a test during the first class meeting (October 17) to check your knowledge on the topic areas and how well you prepared the material. The introductory test must be passed in order to continue with the seminar. This is necessary to make sure that you to get the most out of this course. If you are not well prepared at the beginning of the seminar and before each of the class meetings, this course will not be effective for you. If you have an overview of the topics that are discussed in the book and if you know the basics about those topics, this test will be easily manageable for you.
Attendance and Participation / Quizzes (20%)
Please come to class ready to actively discuss the topics in the readings because this is of utmost importance to make this course a success for you and your fellow students. In preparation for each class, please prepare 4-5 questions or comments (per topic area) from the readings to bring to class and also turn in a copy to your instructor. Be as eager to listen to and react to your classmates’ questions and comments as you are to share your own. It is taken for granted that you will be present at all class meetings and turn in work on time, therefore there is no need for a strict attendance or late-work policy. If you are unable to be in class or complete an assignment on time, please discuss that with me prior to missing class or turning in a late assignment. Unexcused absences will negatively affect the final course grade.
I will choose to give quizzes when I realize that students are not prepared for class. A quiz is a short, in this case, written test. The quizzes would cover class readings and you would have to identify and explain key terms, concepts, questions and issues in the field of SLA. However, I do not believe that this will be necessary. Giving quizzes will only be my "last" option.
Reflective Writings (10%)
You will have to hand in two reflective writings. These writings should demonstrate how your beliefs on SLA evolve during this course. Please make sure that you do the first reflective writing before you start reading any literature on SLA.
Reflective Writing #1 (due on October 17)
Explore your thoughts about SLA. First, write a 2-3 page (~ 800-1200 words) typed (double-spaced) learner autobiography with details about your language learning experiences.
Then answer the following questions in a 2-3 page (~ 800-1200 words) typed (double-spaced) paper:
1. What does it mean to be an effective language teacher?
2. How do you think second languages are learned?
3. What do you think are the most important factors in learning another language?
4. How do you think second languages should be taught?
5. What should be the role of the foreign language teacher?
6. What kinds of language learning experiences should the teacher provide?
7. What are the advantages/disadvantages of being a native or nonnative speaker of the language one is teaching?
Please answer those seven questions in a coherent essay.
Reflective Writing #2 (due on February 16)
At the end of the semester, re-read and reflect on your learner autobiography from the beginning of the semester and what you have learned about language learning during the semester. Then reflect on the above seven questions again. In your second reflective writing, rearticulate your beliefs about second language learning and teaching and address both the changes and consistencies in your beliefs (i.e. examine and provide an explanation for how you think your beliefs evolved and/or remained the same). Again, please try to answer the questions in a cohesive text (~ 1000-1400 words).
Group Discussion (25%)
There will not be a typical presentation in the form of a Referat in this course. However, each student will lead a group discussion about one of the topic areas of the course. You can also team up with one fellow classmate and do the group discussion together. Those students doing the presentation will be the experts for that specific area. The background, for the students leading the discussion, will be the readings in the course book (Saville-Troike 2006) and additional literature (books, scholarly articles, etc.). The focus on the part of the group discussion leaders should be on facilitating a healthy, critical discussion among and between group members. In order to make the group discussion session easier to follow, a handout would be useful. Possible journals for scholarly articles include: CALICO Journal, The English Language Teaching Journal (ELT), Foreign Language Annals (FLAnnals), The Modern Language Journal, TESOL Quarterly, Die Unterrichtspraxis, etc. Details of how to carry out a group discussion will be discussed during our first meeting.
Take-Home Exam or Final Paper (40%)
You have the option between a take-home exam or a final paper. In the take-home exam you will have to answer three essay questions thoroughly. In each essay (each essay should be about 5-6 pages typed, i.e. ~ 1200-1500 words), I expect you to clearly define terms, use theory (cite theories, research studies, etc.), and relate theory to practice. You must include a bibliography. Be sure to use all class materials (book(s), articles, info from group discussions, if applicable, and any additional materials that may apply).
In the final paper (~ 3500-4500 words) I want you to discuss one topic area of your choice in greater detail. This will involve a thorough literature research and summary of the chosen topic.
You will have to decide towards the end of the semester what you are going to choose.
- Empfohlene Literatur:
Required readings by October 17:
Make sure that you have read the following book in its entirety by October 17:
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge introductions to language and linguistics. Cambridge, UK: Cambridge University Press. ISBN: 9780521794077
|
|
 |
|
|
UnivIS ist ein Produkt der Config eG, Buckenhof |
|
|