Course Information
TitleΘΕΜΑΤΑ ΜΕΘΟΔΟΛΟΓΙΑΣ ΤΗΣ ΕΡΕΥΝΑΣ ΙΙ: ΜΕΘΟΔΟΙ ΣΥΛΛΟΓΗΣ ΔΕΔΟΜΕΝΩΝ / EMPIRICAL RESEARCH II: COLLECTING DATA
Title in GermanEmpirische Forschung II: Datenerhebungsinstrumente
CodeΑΚ0148
FacultyPhilosophy
SchoolGerman Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID280011094

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

Registered students: 25
OrientationAttendance TypeSemesterYearECTS
KORMOSEPILEGOMENA EIDIKEUSĪSWinter/Spring-6

Programme of Study: PPS School of German Language and Literature

Registered students: 25
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)Winter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Instructors from Other Categories
Class ID
600148033
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • German (Instruction, Examination)
Prerequisites
Required Courses
  • ΓΕΡ101 GERMAN LANGUAGE I
  • ΓΕΡ201 GERMAN LANGUAGE II
  • ΓΕΡ301 GERMAN LANGUAGE III
  • ΓΕΡ401 GERMAN LANGUAGE IV
Learning Outcomes
After the students have successfully completed the course, • they will know the basics characteristics of qualitative research and understand their role in the course planning • they will have gained experience in case study • they will have become more sensitive to methodological and practical issues that may arise due to the involvement of the researcher • they will have practiced their skills of analyzing and interpreting qualitative data • they will be able to look for the necessary literature in various ways, among which the use of key words in data bases on PCs • they will be able to make instructive comments based on the theory they have been taught as well as the course analysis they have carried out • they will be able to make presentations using various means and presentation techniques
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
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course focuses on the methods of data collection and analysis of Didactics and Methodology for language teaching. Among the various research methods, such as questionnaires, protocols, interviews or introspection, there is also data collection by recording lessons that are then transcribed and analysed (field research). A model within which the latter case can be easily couched is Functional Pragmatics, which is the focus of the seminar. After an introduction to the possibilities of field research, the aim of the seminar is to familiarize students (max. 30 students) with the theory of Functional Pragmatics, as developed by Konrad Ehlich and Jochen Rehbein since 1972. The study of classroom communication examines, among other things, the differences between lesson planning and what really happens during the class and thus contributes to improving teaching practice. The aim of the seminar is for students to get acquainted with this theory and carry out their own research at schools. The approach will be interdisciplinary: we will attempt to combine pragmatics and didactics. In the second part of the seminar, students will analyze original transcribed material and present their work in the seminar.
Keywords
field research, classroom communication, Functional Pragmatics, transcription
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • Multimedia
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
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. announcements for the whole class b. the teacher uploads extra material in conventional or ppt format c. group messages to the individual teams d. uploaded scientific papers to be studied e. instructions with respect to the research f. the teacher receives the projects and returns them with comments before the final hand in g. check for plagiarism
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars783.1
Reading Assigment321.3
Internship
Project200.8
Exams200.8
Total1506
Student Assessment
Description
The final grade results from the following three parts, each of which counts to 1/3. It is essential to achieve at least a mark of five (5) in each part: • presence and active engagement to the seminar • presentation of their work in teams • written exam at the end of the semester After consultation with the seminar leader, students also have the opportunity to submit a scientific paper corresponding to 3 ECTS individually. In this case, they also register for the respective advanced course.
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Performance / Staging (Formative, Summative)
  • Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
ΒΙΒΛΙΟΓΡΑΦΙΑ • 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 (2009,2): 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.: Peter 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 05.03.2013) • 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 • Krumm, Hans-Jürgen (2010): Der Faktor „Lehren“ im Bedingungsgefüge des Deutschen als Fremdsprache-Unterrichts. In: Hans-Jürgen Krumm/Christian Fandrych/Britta Hufeisen/Claudia Riemer (Hg.): Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. 1. Halbband. Berlin/New York: de Gruyter, 905-921 • Redder, Angelika (2001): Theorie und Empirie. (HSK-Artikel) In: Anz, H./Götze/Helbig/Henrich/Krumm/Veit (Hg.): Deutsch als Fremdsprache. Ein internationales Handbuch. Berlin, New York: de Gruyter, 638-647 • 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 • Rehbein, Jochen (1977): Komplexes Handeln. Elemente zur Handlungstheorie der Sprache. Stuttgart: Metzler • Τσοπάνογλου, Αντώνης (2000): Μεθοδολογία της επιστημονικής έρευνας και εφαρμογές της στην αξιολόγηση της γλωσσικής κατάρτισης. Θεσσαλονίκη: Εκδ. Ζήτη
Last Update
15-07-2019