Course Information
Title in GermanEmpirische Forschung I: sprachliche Bedarfsanalyse
SchoolGerman Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID600000462

Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)

Registered students: 28
OrientationAttendance TypeSemesterYearECTS

Programme of Study: PPS School of German Language and Literature

Registered students: 29
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)Winter/Spring-3

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Instructors from Other Categories
Class ID
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • German (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, the students will be able to: • become familiar with the methods of empirical research particularly in the field of experimental phonetics and to conduct independent research, • evaluate empirical research data and use the results particularly for solving problems with pronunciation, • make predictions about the phonetic deviations to be presented by Greek students of German as a foreign language, • analyze errors that occur during the phonetic development and to improve their own pronunciation.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
In this seminar, the main objectives of the linguistic needs analysis and their significance for the development of the sound system when learning German as a second / foreign language are presented. We will discuss the basic principles of theoretical and empirical research, as well as the writing and structuring of a study, especially in the context of experimental phonetics. In addition, we will look at some of the most important language development models, such as the CAH, SLM and OPM. The students will also check by their own experimental research, the validity of the above models. Subsequently, based on the theory as well as the results of empirical research, we will diagnose the pronunciation errors of the Greek students of German as a foreign language.
Acoustic Analysis, Phonetics, Phonology, Phonetic Development, Second / Foreign Language Learning / Acquisition
Educational Material Types
  • Notes
  • Slide presentations
  • Podcast
  • Audio
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
• Use of ICT in Course Teaching. • Use of ICT in Student Evaluation • Use of ICT in Communication with Students.
Course Organization
Written assigments753
Student Assessment
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • Performance / Staging (Summative)
Course Bibliography (Eudoxus)
Πετρούνιας, Ε. Β. (2002). Νεοελληνική γραμματική και συγκριτική («αντιπαραθετική») ανάλυση: Τόμος Α΄ φωνητική και εισαγωγή στη φωνολογία: Μέρος Α΄ Θεωρία. Θεσσαλονίκη: Ζήτη. Balassi, E. (2002). Phonetik/Phonologie und Ausspracheschulung. 2 Bände, (Postgraduiertenstudium in Deutsch als Fremdsprache), Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο.
Additional bibliography for study
Bongaerts, T. (1999). “Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners”, στο D. Birdsong (επιμ.), Second language acquisition and the Critical Period Hypothesis, Mahwah, NJ: Lawrence Erlbaum Associates, 133–159. Eckman, F. R. (1981a). “On predicting phonological difficulty in second language acquisition”, Studies in Second Language Acquisition 4, 18-30. Eckman, F. R. (2008). “Typological markedness and second language phonology”, στο J. G. Hansen-Edwards & M. L. Zampini (επιμ.), Phonology and second language acquisition, Philadelphia: J. Benjamins Pub, 95-115. Flege, J. E. (1987). “The production of “new” and “similar” phones in a foreign language: evidence for the effect of equivalence classification”, Journal of Phonetics 15, 47-65. Flege, J. (2009). “Give input a chance!”, στο T. Piske & Μ. Young-Scholten (επιμ.), Input Matters in SLA, Bristol – Buffalo: Multilingual Matters, 175-190. Gut, U. (2009). Non native speech: A corpus-based analysis of phonological and phonetic properties of L2 English and German, Frankfurt am Main – Oxford: Peter Lang. Lado, R. 1957. Linguistics across cultures, Ann Arbor: University of Michigan Press. Major, R. C. (2001). Foreign accent: The ontogeny and phylogeny of second language phonology, Mahwah, NJ: Lawrence Erlbaum Associates. Moyer, A. (2013). Foreign accent: the phenomenon of non-native speech. Cambridge: Cambridge University Press. Piske, T., MacKay, I.R.A. & Flege, J. E. (2001). “Factors affecting degree of foreign accent in an L2, a review”, Journals of Phonetics 29, 191-215. Suter, R. W. (1976). “Predictors of pronunciation accuracy in second language learning”, Language Learning 26, 233-253. Thompson, I. (1991). “Foreign accents revisited: The English pronunciation of Russian immigrants”, Language Learning 41, 177-204.
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