THE INFLUENCE OF EXTRALINGUISTIC FACTORS ON THE DEVELOPMENT OF THE PHONETIC SYSTEM WHEN LEARNING GERMAN AS A FOREIGN LANGUAGE
| Title | ΕΞΩΓΛΩΣΣΙΚΕΣ ΕΠΙΔΡΑΣΕΙΣ ΣΤΗΝ ΑΝΑΠΤΥΞΗ ΤΟΥ ΦΩΝΗΤΙΚΟΥ ΣΥΣΤΗΜΑΤΟΣ ΚΑΤΑ ΤΗΝ ΕΚΜΑΘΗΣΗ ΤΗΣ ΓΕΡΜΑΝΙΚΗΣ ΩΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ / THE INFLUENCE OF EXTRALINGUISTIC FACTORS ON THE DEVELOPMENT OF THE PHONETIC SYSTEM WHEN LEARNING GERMAN AS A FOREIGN LANGUAGE |
| Title in German | Der Einfluss außersprachlicher Faktoren auf die Entwicklung des Phonetischen Systems beim DaF-Lernen |
| Code | ΑΚ0239 |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600019734 |
Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)
Registered students: 38
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | EPILEGOMENA EIDIKEUSĪS | Winter/Spring | - | 6 |
| Academic Year | 2020 – 2021 |
| Class Period | Winter |
| Instructors from Other Categories | |
| Weekly Hours | 3 |
| Class ID | 600168105
|
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600168105
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,
. will become aware of the parameters that affect the development of the phonetic system.
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
- Generate new research ideas
- Appreciate diversity and multiculturality
- Advance free, creative and causative thinking
Course Content (Syllabus)
In this course we are going to analyze the most important extralinguistic factors, which influence the development of the phonetic system when learning German as a foreign language. Among other things, we will investigate which of these factors are responsible for the strong differentiation in the phonetic development of students, even if the language background of L1 is common. In particular, we will look at the following categories, for which their possible impact on the development of pronunciation has been demonstrated, such as:
1. Biological-empirical factors:
• sex,
• Age of the first exposure in German,
• time spent in Germany,
2. Sociopsychological factors:
• Motivation to learn German,
• Need for knowledge of the German language for a future career,
• wish to improve the German language for personal reasons,
• self-evaluation of oral communication in German,
3. Educational-cognitive factors:
• time to learn the German language,
• learning strategies to improve pronunciation,
4. Empirical-interactive factors:
• Contact with German native speakers,
• Frequency of use of spoken language in German,
• Existence of communication conditions that depend exclusively on German.
Keywords
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
Description
• Use of ICT in Course Teaching throughout the semester, such as computer and interactive whiteboard, for viewing slides, audio files and videos.
• Use of ICT in communicating with students, such as email, whenever necessary.
• Use of ICT such as the Moodle distance learning platform on a weekly basis, for distribution - presentation of teaching material.
Student Assessment
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
- Oral Exams (Summative)
- Performance / Staging (Summative)
Bibliography
Course Bibliography (Eudoxus)
Balassi, E. (2002). Phonetik/Phonologie und Ausspracheschulung. 2 Bände, (Postgraduiertenstudium in Deutsch als Fremdsprache), Πάτρα: Ελληνικό Ανοιχτό Πανεπιστήμιο.
Balassi, Ε. (2016). Phonetik/Phonologie des Deutschen und Griechischen und ihre Didaktisierung. Athen: Pedio (ISBN:978-960-546-735-7).
Νικολακάκης, Ε. (2006). Ακουστική ανάλυση φωνηέντων στη διαγλώσσα Ελληνικών-Γερμανικών (Διπλωματική Μεταπτυχιακή Εργασία), Θεσσαλονίκη: Α.Π.Θ.
Νικολακάκης, Ε. (2014). Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων, Διδακτορική διατριβή. Θεσσαλονίκη: Α.Π.Θ.
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.
Butulussi, Eleni (2013): Von der Ausspracheschulung zur interkulturellen Kompetenz: Deutsch als Fremdsprache in Griechenland. In: Karagiannidou, Evangelia/Papadopoulou, Charis-Olga/Skourtou, Eleni (Hg.): Sprachenvielfalt und Sprachenlernen: Neue Wege zur Literalität. Akten des 42. Linguistischen Kolloquiums in Rhodos 2007. Frankfurt/M. u.a.: Peter Lang, 139-148
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. (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.
Levis, J. M., & Moyer, A. (eds.) (2014). Social Dynamics in Second Language Accent. Boston, M.A.: DeGruyter Mouton.
Major, R. C. (2001). Foreign accent: The ontogeny and phylogeny of second language phonology, Mahwah, NJ: Lawrence Erlbaum Associates.
Moyer, A. (2004). Age, accent and experience in second language acquisition, Clevedon – Buffalo: Multilingual Matters.
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.
Last Update
02-02-2021
