NEW TRENDS IN LINGUISTICS AND LANGUAGE TEACHING AND LEARNING

Course Information
TitleΝΕΕΣ ΤΑΣΕΙΣ ΣΤΗ ΓΛΩΣΣΟΛΟΓΙΑ ΚΑΙ ΤΗ ΔΙΔΑΚΤΙΚΗ / NEW TRENDS IN LINGUISTICS AND LANGUAGE TEACHING AND LEARNING
Title in GermanNeue Tendenzen in der Linguistik und Didaktik
CodeΓΔ_023
FacultyPhilosophy
SchoolGerman Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600020637

Programme of Study: Language and Culture in the German-speaking Area (2012-today)

Registered students: 27
OrientationAttendance TypeSemesterYearECTS
Linguistics-TeachingElective Courses belonging to the selected specializationWinter/Spring-9
Literature-CultureCompulsory CourseWinter/Spring-9

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
600199470
Course Type 2021
Specific Foundation
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • German (Instruction, Examination)
Learning Outcomes
4th session (Functional-pragmatic Discourse Analysis of classroom communication, Faculty Instructor: Evangelia Karagiannidou): At the end of the semester students must be able to: ● be familiar with the main features of the theory of the Functional-pragmatic Discourse Analysis ● incorporate the Theory into their Discourse Analysis of classroom communication ● search for and find the necessary bibliography in various ways, including new technologies (ICT) ● make presentations using various presentation means and techniques ● make justified didactic remarks based on the theory they were taught and the lesson analysis they have conducted ● wright a scientific paper
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)
2nd session (Acquisition of German as a Third Language, Instructor: Stamatia Michalopoulou): In this seminar we will discuss the theoretical and experimental approaches on third language (L3) acquisition. A dominant topic of discussion in this scientific field is the linguistic transfer of syntactic structures and functional categories in the interlanguage of non-native speakers as well as the role played in this process by the various (linguistic and individual) factors affecting the crosslinguistic transfer. More specifically we will elaborate on their impact on the acquisition of German as a L3, by native speakers of Greek, who have already acquired English as a second language. Finally, we will attempt to demonstrate the research challenges, combined with the methodological issues, theoretical and experimental, emerging in the study of the third language acquisition. 4th session (Functional-pragmatic Discourse Analysis of classroom communication, Faculty Instructor: Evangelia Karagiannidou): This course is designed to be partly theoretical and partly practical. In its theoretical part students will be acquainted with the Theory of Functional Pragmatic of Ehlich and Rehbein. Furthermore, students will be expected to transcribe and analyze lessons of German as a foreign language and to produce a final research paper.
Keywords
4th session-Classroom Communication, case study, functional-pragmatic Discourse Analysis, pattern, transcription
Educational Material Types
  • Notes
  • Slide presentations
  • 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
4th session: During lectures, we use new information and communication technologies (ICT), such as the pc for the projection of slides, videos etc., and the interactive whiteboard. Additionally, the elearning (Moodle) platform is used for the following: a) To make announcements concerning all the participants b) To upload any additional material the lecturers use with the students in conventional or in powerpoint form c) To send group electronic messages to sub-groups d) To upload scientific papers that need to be studied e) To give directions regarding the writing of the papers and the final written exam f) To receive the in-between papers, which the lecturers correct and return with their remarks to the students g) To check students’ papers for plagiarism
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars401.6
Laboratory Work401.6
Reading Assigment401.6
Project502
Written assigments552.2
Total2259
Student Assessment
Description
Evaluation is based on the assignments for each of the four seminars.
Student Assessment methods
  • Performance / Staging (Formative)
  • Report (Formative, Summative)
Bibliography
Additional bibliography for study
«Η μετάφραση στη διδασκαλία των Γερμανικών ως ξένη γλώσσα»: Butzkamm, Wolfgang & Caldwell,John A.W. (2009). The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Tübingen: Narr Cook, Guy (2010). Translation in language teaching. Oxford : Oxford University Press. Council of Europe (2001). Gemeinsamer europäischer Referenzrahmen für Sprachen: Lernen, lehren, beurteilen. Online: https://www.goethe.de/z/50/commeuro/i4.htm Council of Europe (2020). Gemeinsamer europäischer Referenzrahmen für Sprachen:Lernen, lehren, beurteilen. Begleitband. Stuttgart: Klett Verlag. Kerr, Philip (2014). Translation and Own-language Activities. Cambridge: Cambridge University Press. 2η ενότητα/2th session/2. Einheit: ¨ Cabrelli Amaro, J., Flynn, S. & Rothman, J. (2012). Third language acquisition in adulthood. Amsterdam, John Benjamins. ¨ Cenoz, J. (2000). «Research on Multilingual Acquisition», English in Europe: The Acquisition of a Third Language. Clevedon, Multilingual Matters. ¨ Cenoz, J., Hufeisen, B. & Jessner, U. (2001). Cross-linguistic influence in third language acquisition. Psycholinguistic perspectives. Clevedon, Multilingual Matters. ¨ De Angelis, G. (2007). Third or Additional Language Acquisition. Clevedon, Μultilingual Matters. ¨ Flynn, S., Foley C. & Vinnitskaya I. (2004). «The cumulative-enhancement model for language acquisition: comparing adults’ and children’s patterns of development in first, second and third language acquisition of relative clauses». The International Journal of Multilingualism 1(1), 3-16. ¨ Foote, R. (2009). «Transfer and L3 acquisition: The role of typology». Στο Y.-K.I. Leung (επιμ.), Third language acquisition and universal grammar. Clevedon, Multilingual Matters, 89-114. ¨ Håkansson, G., Pienemann, M. & Sayheli, S. (2002). «Transfer and typological proximity in the context of second language processing». Second Language Research 18, 250-273. ¨ Hammarberg, B. (2009). Processes in Third Language Acquisition, Edinburgh, Edinburgh University Press. ¨ Hufeisen, B. & Lindemann, B. (1998). Tertiärsprachen: Theorien, Modelle, Methoden. Tübingen, Stauffenburg. ¨ Μιχαλοπούλου, Σ. (2011). «Θεωρητικές και Πειραματικές Προσεγγίσεις στην Κατάκτηση Τρίτης Γλώσσας». Μελέτες για την Ελληνική Γλώσσα 31. Πρακτικά 24ης Ετήσιας Συνάντησης του Τομέα Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή, Α.Π.Θ., 17-18/4/2010, Εκδόσεις ΙΝΣ, Θεσσαλονίκη, 615-625. Διαθέσιμο στο: http://ins.web.auth.gr/images/MEG_PLIRI/MEG_31_615_625.pdf ¨ Μιχαλοπούλου, Σ. (2015). Το Κενό Υποκείμενο στη Διαγλώσσα: Η Περίπτωση των Ελλήνων Σπουδαστών της Γερμανικής ως Τρίτης Γλώσσας. Θεσσαλονίκη: Αδημοσίευτη Διδακτορική Διατριβή. Α.Π.Θ, 7-12, 35-46. Διαθέσιμη στα: https://www.didaktorika.gr/eadd/handle/10442/35987 και http://ikee.lib.auth.gr/record/283552/?ln=el ¨ Μιχαλοπούλου, Σ. (2017). «Το Κενό Υποκείμενο στη Διαγλώσσα: Η περίπτωση των Ελλήνων σπουδαστών της Γερμανικής ως Τρίτης Γλώσσας». Σε: E. Agathopoulou, T. Danavassi & L. Efstathiadi (Εds.), Selected papers on Theoretical and Applied Linguistics from ISTAL 2015 (International Symposium on Theoretical and Applied Linguistics). School of English, AUTh, Thessaloniki, 24-26/4/2015, 386-401. e-ISSN: 2529-1114, DOI: https://doi.org/10.26262/istal.v22i0.6005 (Διαθέσιμο στο: https://ejournals.lib.auth.gr/thal/article/view/6005) ¨ Μιχαλοπούλου, Σ. (2018). «Θέματα μεθοδολογίας και κομβικά διλήμματα κατά την μελέτη της Κατάκτησης της Τρίτης Γλώσσας». Σε: Τσοκαλίδου Ρ. & Κέκια Μ.-Αι. (Επιμ.), Πρακτικά Διεθνούς Συνεδρίου ‘4ο Σταυροδρόμι Γλωσσών και Πολιτισμών: Διδακτικές της πολυγλωσσίας και γλωσσικές πολιτικές’, Παιδαγωγική Σχολή, Α.Π.Θ. & Ομάδα Πολύδρομο, Θεσσαλονίκη, 2-3/6/2016, 273-288. ISBN: 978-618-81315-2-1. (Διαθέσιμο στο: http://stavrodromiglwsswn.auth.gr/files/F_PRAKTIKA_4th%20Crossroads.pdf) ¨ Rothman, J. (2011). «L3 Syntactic Transfer Selectivity and Typological Determinacy: The Typological Primacy Model». Second Language Research 27, 107-127. ¨ Sanz, C. & Lado, B. (2008). «Third language acquisition research methods». Στο K. A. King & N. H. Hornberger (επιμ.), Encyclopedia of Language and Education, 2nd Edition, Volume 10: Research Methods in Language and Education. Springer Science+Business Media LLC, 113-135. 4η ενότητα/4th session/4. Einheit: Becker-Mrotzek, Michael (Hrsg.) (2009): Mündliche Kommunikation und Gesprächsdidaktik. (Deutschunterricht in Theorie und Praxis (DTP). Handbuch zur Didaktik der deutschen Sprache und Literatur, Band 3). Baltmannsweiler: Schneider-Verlag Hohengehren. Becker-Mrotzek, Michael/Vogt, Rüdiger (2009): Unterrichtskommunikation. Linguistische Analysemethoden und Forschungsergebnisse. 2., bearbeitete und aktualisierte Auflage. Tübingen: Niemeyer. Ehlich, Konrad (1981) & (2007): Schulischer Diskurs als Dialog? In: Schröder, Peter/Steger, Hugo (Hg.): Dialogforschung (Jahrbuch des Instituts für deutsche Sprache). Düsseldorf: Schwann, 334-369. Zugleich in: Ehlich, Konrad (2007c): Sprache und sprachliches Handeln. Band 3: Diskurs – Narration – Text – Schrift. Berlin, New York: de Gruyter, 131-167. Ehlich, Konrad (1991): Funktional-pragmatische Kommunikationsanalyse. Ziele und Verfahren. In: Flader, Dieter (Hg.): Verbale Interaktion. Studien zur Empirie und Methodologie der Pragmatik. Stuttgart: Metzler, 127-143. Ehlich, Konrad/Rehbein, Jochen (1977): Wissen, kommunikatives Handeln und die Schule. In: Goeppert, Herma C. (Hrsg.): Sprachverhalten im Unterricht. Zur Kommunikation von Lehrer und Schüler in der Unterrichtssituation. München: Fink, 36-114. Ehlich, Konrad/Rehbein, Jochen (1986): Muster und Institution. Untersuchungen zur schulischen Kommunikation. Tübingen: Narr. Kalaitzi, Eleni (2014): Verwendung von Kollektiver Sprecherdeixis (Wir-Form) durch Lehrer im Unterrichtsdiskurs. In: Katsaounis, Nikolaos/Sidiropoulou, Renate M. (Hg.): Sprachen und Kulturen in (Inter)Aktion. Teil 2 – Linguistik, Didaktik, Translationswissenschaft. Internationaler Kongress 2011 Thessaloniki. [Reihe HELLENOGERMANICA, Bd. 2]. Frankfurt/M. u.a.: Peter Lang, 129-145. Kalaitzi, Eleni (2016): Lehrerfragen – Schülerantworten. Deutsch und Griechisch im DaF-Unterricht: Eine funktional-pragmatische Untersuchung. (Arbeiten zur Sprachanalyse, Bd. 61, herausgegeben von Konrad Ehlich). Frankfurt/M. u.a.: Peter Lang. Karagiannidou, Evangelia (2000): Deutsch als Fremdsprache für Griechen. Gesprochenes Deutsch als Kommunikationsmittel. (Arbeiten zur Sprachanalyse, Bd. 35). Frankfurt/M., Berlin u.a.: Lang. Karagiannidou, Evangelia (2007): Die Verwendung von Objektdeixeis in Wegbeschreibungen. Ein Vergleich Griechisch – Deutsch. In: Redder, Angelika (Hg.): Diskurse und Texte. Festschrift für Konrad Ehlich zum 65.Geburtstag. Tübingen: Stauffenburg, 329-344. Karagiannidou, Evangelia (2011): Was bringt die Funktionale Pragmatik der Sprachdidaktik? In: Schnittstellen von Linguistik und Sprachdidaktik in der Auslandsgermanistik (SL&SD 2009). Athen: Nationale und Kapodistrische Universität Athen, Fachbereich für Deutsche Sprache und Literatur, 72-86 (auch unter http://www.gs.uoa.gr/fileadmin/gs.uoa.gr/uploads/synedria/Schnittstellen_Linguistik_und_Didaktik_2009.pdf, abgerufen am 05.09.2018). Karagiannidou, Evangelia (2014): Kommunikation im DaF-Unterricht. Lehrer-Aufforderungen an die Schüler. In: Katsaounis, Nikolaos/Sidiropoulou, Renate M. (Hg.): Sprachen und Kulturen in (Inter)Aktion. Teil 2 – Linguistik, Didaktik, Translationswissenschaft. Internationaler Kongress 2011 Thessaloniki. [Reihe HELLENOGERMANICA, Bd. 2]. Frankfurt/M. u.a.: Peter Lang, 147-160. Krause, Arne (2019): Supportive Medien in der wissensvermittelnden Hochschulkommunikation. Analysen des Handlungszwecks von Kreidetafel, OHP, PPT und Interactive Whiteboard. (Arbeiten zur Sprachanalyse, Bd. 63). Berlin u.a.: Peter Lang Rehbein, Jochen (1977): Komplexes Handeln. Elemente zur Handlungstheorie der Sprache. Stuttgart: Metzler. Rehbein, Jochen/Kameyama, Shinichi (2004): Pragmatik. In: Ammon U./Dittmar, N./Mattheier K. J./Trudgill, P. (Hg.): Soziolinguistik. 2. völlig überarbeitete Ausgabe. 1. Halbband. Berlin/New York: de Gruyter, 556-588. Redder, Angelika/Çelikkol, Meryem/Wagner, Jonas/Rehbein, Jochen (2018): Mehrsprachiges Handeln im Mathematikunterricht. Münster, New York: Waxmann
Last Update
17-11-2021