Kommentare - Universität Vechta

Transcription

Universität Vechta
Institut für Geistes- und Kulturwissenschaften
Fach Anglistik
Kommentare zu den
Lehrveranstaltungen
im Wintersemester 2015/16
Stand: 16.10.2015
Anglistik
Kommentare zu den Lehrveranstaltungen
Bachelorstudiengang
Modul AN-1: Einführung in die englische Sprachwissenschaft
NEU
7 AP
Schubert, C.: Einführungsvorlesung zur englischen
Sprachwissenschaft
31011
Fr 12-14
Q 015
Beginn: 23. Oktober 2015
Schubert, C.: Einführungsübung zur englischen
Sprachwissenschaft, Gruppe 1
31012
Do 12-14
A 108
31012
Fr 10-12
Q 111
31012
Mi 18-20
Q 111
Pham, T.: Einführungsübung zur englischen
31012
Mi 8-10
N 08
Bolte, St.: Einführungsübung zur englischen
31012
Do 16-18
E 033
Die Einführungsvorlesung und die begleitende Übung geben einen
Überblick über die verschiedenen Teilgebiete der anglistischen
Sprachwissenschaft. Im Rahmen dieser Veranstaltungen werden die
grundlegenden Termini sowie Beschreibungsmodelle der Linguistik in
Phonetik/Phonologie, Morphologie und Wortbildung, Syntax, Semantik,
Pragmatik, Textlinguistik und Sprachgeschichte eingeführt. Darüber hinaus
wird deren Anwendung auf die englische Sprache anhand konkreter
Beispiele besprochen und eingeübt. Ein wichtiger Bestandteil ist zudem die
phonetische Transkription von englischen Texten. Zusätzlich zur Vorlesung
(Freitag) ist eine der fünf Übungen zu wählen (Freitag, Mittwoch oder
Donnerstag).
Empfohlene Literatur:
Kortmann, Bernd. 2005. English Linguistics: Essentials. Berlin: Cornelsen.
Mair, Christian. 2012. English Linguistics: An Introduction. 2. Aufl. Tübingen: Narr.
Modul AN-2: Language Course I
5 AP
Rudzinski,{ XE "Rudzinski, K." } K.: Listening
Comprehension (British English)
31021
Mo 16-18
Q 015
Recorded passages will be used to foster students' listening skills in English, both intensively and extensively.
Mitchell,{ XE "Mitchell, A." } A.: Pronunciation Exercises
(American English)
31022
Mo 12-14
(Gruppe 1)
E 034
Mi 10-12
(Gruppe 2)
E 034
Beginn: 19. Oktober 2015 (Gruppe 1), 21. Oktober 2015 (Gruppe 2)
In participating in this course, students will be able to improve their aural
and oral skills in English.
Each course is limited to a maximum of eighteen participants only.
Course Book:
Sauer, Walter. American English Pronunciation. Heidelberg: Universitätsverlag
rd
Winter, 3 Edition, 2006.
Wright, D.: Pronunciation Exercises (British English)
31022
Mo 14-16
(Gruppe 3)
E 034
Di 14-16
(Gruppe 4)
E 034
Do 16-18
(Gruppe 5)
E 034
Beginn: 21. Oktober 2015 (Gruppe 3), 22. Oktober 2015 (Gruppe 4), 24.
Oktober 2015 (Gruppe 5)
In participating in this course, students will be able to improve their aural
and oral skills in English.
Each course is limited to a maximum of eighteen participants only.
Course Book: Walter Sauer, A Drillbook of English Phonetics. Heidelberg: Universitätsverlag Winter 2006
Modul AN-4: Einführung in die Fachdidaktik Englisch
Wilden, E.: How languages are learned, Gruppe 1
31041
7 AP
Di 14-16
E 133
Jöckel, A.: How languages are learned, Gruppe 2
31041
Mi 8-10
J 11
Schlieckmann, R.: How languages are learned,
Gruppe 3
31041
Do 14-16
E 035
In this course students will study how first, second and foreign languages
are learned in order to understand the fundamentals of foreign language
teaching. The theories and models of language learning and language
acquisition will be explored in relation to students’ future profession as EFL
(English as a foreign language) teachers. The overarching goal is to foster
future EFL teachers understanding of language learning as well as
awareness and skills in evaluating and reflecting their own language
teaching. Students will study first language acquisition theories and learn to
distinguish between learning and acquisition processes. They will explore
to what extent theories of first language acquisition can be transferred to
second or foreign language learning settings, and in which way individual
learner characteristics have an effect on successful second language
learning. Additionally, students will reflect on how these theories of learning
and language learning influence teaching and learning settings in school.
Students are required to prepare for as well as actively contribute to each
session. More specific course requirements will be announced in the first
seminar session, i.e. attendance of the first meeting is mandatory. Students
are required to obtain the following textbook (2013 version, no older
version!) for this course: Lightbown, P. M., & Spada, N. (2013). How
Languages are Learned. Oxford: OUP.
Möbus, B.: Teaching English as a foreign language
(TEFL), Gruppe 1
31042
Mo 10-12
E 033
Jöckel, A.: Teaching English as a foreign language
(TEFL), Gruppe 2
31042
Di 8-10
Q 114
Jöckel, A.: Teaching English as a foreign language
(TEFL), Gruppe 3
31042
Mi 10-12
J 11
Wilden, E.: Teaching English as a foreign language
(TEFL), Gruppe 4
31042
Do 10-12
E 133
In this introductory course students will gain practical insights into the most
important concepts, methods and theoretical foundations of Teaching
English as a Foreign Language (TEFL). Participants will develop an
overview and understanding of theoretical as well as practical issues
regarding foreign language teaching in German school contexts. The
programme of study will touch upon the following issues and more: the
history and politics of TEFL, teaching the language skills and subskills,
differentiation, the role of media (course books, literature, film, Internet,
mobile media, etc.) in the FL classroom, Content and Language Integrated
Learning (CLIL), culture and language learning. Students are required to
prepare for as well as actively contribute to each session. More specific
course requirements will be announced in the first seminar session, i.e.
attendance of the first meeting is mandatory.
Modul AN-5: Language Course II (5 AP)
Mitchell, A.: Academic Writing II
31052
S
Di 12-14
(Gruppe 1)
E 034
Mi 10-12
(Gruppe 2)
E 034
Do 14-16
(Gruppe 3)
E 034
Rudzinski, K.: Academic Writing II
31052
Mo 14-16
(Gruppe 4)
R 117
Di 14-16
(Gruppe 5)
Q 111
Fr 10-12
(Gruppe 6)
E 034
Wright, D.: Academic Writing II
31052
Mo 12-14
(Gruppe 7)
E 001
Mo 16-18
(Gruppe 8)
E 001
Di 12-14
(Gruppe 9)
E 001
Do 14-16
(Gruppe 10)
E 001
Beginn: 19. Oktober 2015 (Gruppe 7, Gruppe 8), 20. Oktober 2015 (Gruppe
9), 22. Oktober 2015 (Gruppe 10)
Students will be expected to improve their written skills by producing longer
texts in English.
Modul AN-8: Epochs of Literary History in English
Lennartz, N.: Literature and Culture in the Age of
Shakespeare
31081
Di 8-10
Q 015
This series of lectures is meant to be an introduction into the work of
Shakespeare, into the Elizabethan culture which was situated on the
threshold of the Middle Ages and burgeoning modernity. While
Shakespeare stuck to medieval ideas of gender and believed in the
existence of demons, ghosts and witches, he also seemed to be painfully
aware of impending cultural changes (the decline of the theatres) and of
revolutions which were looming large in the not too distant future.
Next to in-depth-analyses of key works, Romeo and Juliet, Hamlet,
Macbeth, Othello and the "sugared" Sonnets, the lecture series will
contextualise Shakespeare's dramatic and poetic work in the literary and
cultural history of his time.
A few comments on the works of his contemporaries, John Donne,
Christopher Marlowe or Ben Jonson, will as readily be provided as a few
glimpses into the history of the arts, from which Shakespeare's works
cannot be separated.
Further Reading:
Jonathan Bate, The Genius of Shakespeare, 2008
Stephen Greenblatt, Will in the World. How Shakespeare Became Shakespeare,
2005
Ina Schabert (ed.) Shakespeare Handbuch, 2009
Stanley Wells, Shakespeare, Sex and Love, 2010
Hausmann, M.: This Maddening Existence:
Shakespeare’s Hamlet and Tom Stoppard’s
Rosencrantz and Guildenstern Are Dead
31082
KW-5.1
Mo 16-18
E 034
Di 10-12
E 034
Beginn: 19. Oktober 2015, 20. Oktober 2015
There are two Shakespearean quotes that are frequently cited: “To be, or
not to be,” (Hamlet III.1, 55) and “All the world’s a stage, and all the men
and women merely players: they have their exits and their entrances.” (As
You Like It II.7, 139-141) Both quotes are acutely relevant to
Shakespeare’s Hamlet and its twentieth-century adaptation Rosencrantz
and Guildenstern Are Dead because they not only address central issues of
human existence such as identity, fate, and self-determination but they also
put into question the relations between art and reality, madness and
reason.
This course (taught in English!!!) will conduct a close reading of both plays
in relation to their respective production and reception contexts, theatrical
codes, and various performances on stage and in film, with particular
emphasis on different cultural evaluations of identity, insanity, and
existential issues.
Required Reading: Students are expected to get a copy of the Arden Hamlet
(2005) and Faber Rosencrantz and Guildenstern Are Dead (1973) editions, and to
have read the plays by the first session of the course!
Course requirements: Attendance, oral presentation and term paper.
Literature (Selection):
Cummings, Brian. Mortal Thoughts: Religion, Secularity and Identity
Shakespeare and Early Modern Culture. Oxford: Oxford UP, 2013.
in
Levy, Eric. Hamlet and the Rethinking of Man. Madison: Fairleigh Disckinson UP,
2008.
Neely, Carol Thomas. Distracted Subjects: Madness and Gender in Shakespeare
and Early Modern Culture. Ithaca: Cornell UP, 2004.
Pfister, Manfred. Das Drama: Theorie und Analyse. München: Fink, 2001.
Schabert, Ina (ed.). Shakespeare-Handbuch: die Zeit, der Mensch, das Werk, die
5
Nachwelt. Stuttgart: Kröner, 2009.
Jahn, D.: Re-Directing Shakespeare: Film Adaptations
of The Tempest and The Taming of the Shrew
31082
Mo 18-20
E 034
“Don’t bother to brush up on your Shakespeare when you go to see
Elizabeth Taylor and Richard Burton in The Taming of the Shrew” (Bosley
Crowther on Franco Zeffirelli’s 1966 version of The Taming of the Shrew).
In contrast to Crowther’s suggestion, this course does indeed require
students to ‘brush up’ on their Shakespeare, particularly on The Taming of
the Shrew (1590) and his final work The Tempest (1611), so as to better
understand the films. After a short introduction to film analysis, different
filmic versions of these two plays will be discussed both as works in their
own right and in comparison to the original texts.
Required books:
rd
Shakespeare, William. The Taming of the Shrew. Ed. Barbara Hodgdon. 3 series.
London: Arden Shakespeare, 2010.
Shakespeare, William. The Tempest. Eds. Virginia M. and Alden T. Vaughan. 3
series. London: Arden Shakespeare, 2011.
rd
Further texts will be made available on stud.ip.
Schmidt, O.: Negotiating Gender in Early Modern
Poetry
31082
KW-5.2
Do 8-10
N 01
The seminar's primary aim is to read William Shakespeare's texts alongside
modern approaches of gender. The fact that Lady Macbeth desires to
overcome her sex – "unsex me here" (Macbeth, I.v,39) – in order to come
closer to a violent 'masculine ideal' does not only account for certain early
modern ideas about sex (and gender). Lady Macbeth's transgressing desire
is also conducive to the idea of reading Shakespeare's texts as a 'place'
where cultural knowledge concerning sex (and gender) is represented and
where gender-negotiations are made. The texts which the seminar will
focus on include (predominantly) Shakespeare's poetry: the sonnets, Venus
and Adonis, The Rape of Lucrece, etc.
Students are expected to give an oral presentation and to write a
'Seminararbeit' at the end of the semester.
Literature (selection):
Cheney, Patrick (ed.), The Cambridge Companion to Shakespeare's Poetry.
Cambridge: Cambridge UP, 2007.
Menon, Madhavi (ed.), Shakesqueer: A Queer Companion to the Complete Works
of Shakespeare. Durham: Duke UP, 2011.
Orgel, Stephen, 'Shakespeare, sexuality and gender.' The New Cambridge
Companion to Shakespeare. De Grazia, Margreta / Wells, Stanley (ed.),
nd
Cambridge: Cambridge UP, 2010 (2 ed.), S. 217-232.
Traub, Valerie, 'Gender and Sexuality in Shakespeare.' The Cambridge
Companion to Shakespeare. De Grazia, Margreta / Wells, Stanley (ed.),
Cambridge: Cambridge UP: 2001, S. 129-146.
Modul AN-9 NEU: Foundations of Language Teaching
Methodology
Möbus, B.: Action-based language teaching:
Objectives, methods, approaches
(Zusatzveranstaltung, offen für Studierende, die die
zusätzlichen 3 CP nachweisen müssen
31091
Do 16-18
E 035
‘Gamification’ (= using game elements to motivate and engage learners) is
becoming an increasingly popular concept in modern language teaching.
Today's ‘digital natives’ have grown up with video games and forms of
game-immanent reward (e.g. points, badges, leaderboards, etc.). Although
games have long been part of a teacher's bag of tricks, game elements (≠
games) and game-immanent rewards seem to be a new phenomenon,
which can also be beneficially used in the EFL-classroom. In this course we
will theoretically explore the motivational fundament of language learning
and practically explore methods to adequately and successfully ‘gamify’
English lessons.
Modul AN-10: Advanced Language Skills
6 AP
Rudzinski,{ XE "Rudzinski, K." } K.: Discussion and
Debate
31101
Di 10-12
Q 114
The aim of this course is to enable students to argue coherently and logically in English. Students will be expected to discuss current issues, give
short speeches and take part in debates.
Rudzinski,{ XE "Rudzinski, K." } K.: Translation
31102
Fr 8-10
E 033
This course offers participants regular practice in translation skills.
Modul AN-11: Advanced Study Skills
Mitchell, A.: Media
31111 NEU
This course will focus on media in the English-speaking world.
Di 14–16
R 117a
Modul AN-11: Advanced Study Skills
Mitchell, A.: Presentations
31112
Mo 10-12
E 034
Students will learn how to give presentations in English.
Modul AN-14: Cultural Studies (Specialist Course)
Wright, D.: GB/Commonwealth Specialist Course
31141
Mi 12-14
(Gruppe 1)
E 001
Do 18-20
(Gruppe 2)
E 001
Beginn: 21. Oktober 2015 (Gruppe 1), 22. Oktober (Gruppe 2)
This course will focus on major historical and cultural developments during
the twentieth century in the United Kingdom/Commonwealth.
Mitchell, A.: USA Specialist Course
31142
Mo 14–16
(Gruppe 1)
E 033
Do 10-12
(Gruppe 2)
E 034
Beginn: 19. Oktober 2015 (Gruppe 1), 22. Oktober 2015 (Gruppe 2)
This course will focus on major historical and cultural developments during
the twentieth century in the United States.
Studiengang Master of Education
Modul ANM-1: English for Teachers: Linguistic and Didactic
Dimensions
N.N.: Analysing and Reflecting Classroom Interaction
31511
Mo 14-16
N 09
Beginn: s. Stud.IP
Details to be announced.
Jöckel, A.: Analysing and Reflecting Classroom
Interaction
31511
Di 14-16
J 01
Learning about literature is an established part of foreign language teaching
and learning both for primary and secondary learners. Literature offers
joyful and enriching worlds for those who read. Thereby, reading requires
not only being able to decipher letters, but also accessing aesthetic and
cultural aspects of written language. In this course, we will think about
competences of readers for accessing literature. Additionally, we will find
appropriate literature to deal with at different learning stages of EFL classes
as well as criteria for how to pick the right literature for your learner group.
Different methodological approaches of how to teach literature in a varying
way will be discussed and tried out in the seminar. Requirements will be
announced in the first seminar session, i.e. attendance is mandatory.
Modul ANM-1: English for Teachers: Linguistic and Didactic
Dimensions
Modul ANM-2: Exercises in Text Analysis and Text Production
for Teachers of English ALT
Schubert, C.{ XE "Schubert, C." }: English-German
Contrastive Linguistics
31512 NEU 31521 ALT
Do 14-16
Q 111
In this class we will investigate similarities and – more importantly –
differences between the two West Germanic languages English and
German. The focus will be on the present state of the two languages, but
historical developments will be taken into account as well (cf. language
typology: analytic vs. synthetic languages). The two languages can be
contrasted on the levels of phonetics/phonology (e.g. phonemes: sand vs.
Sand), morphology/word-formation (e.g. number: the beautiful green trees
vs. die schönen grünen Bäume), syntax/grammar (e.g. word order: Do you
like ... vs. Magst Du ...), lexicology/semantics (e.g. ‘false friends’: gift vs.
Gift), and pragmatics (e.g. politeness). The central aim is to create an
awareness of English-German contrasts, which enables teachers to explain
interference processes in the language production of EFL learners.
Recommended textbooks:
Hawkins, John A. 1986. A Comparative Typology of English and German: Unifying
the Contrasts. Austin: U of Texas P.
König, Ekkehard; Volker Gast. 2012. Understanding English-German Contrasts.
3rd ed. Berlin: Erich Schmidt.
PJM: Betreuung des Projektbandes im Fach Englisch
Wilden, E.:Preparing and planning school-based
action research (Vorbereitung Projektband im Fach
Englisch)
PJM-1.2
Mi 8-10
E 034
In this course students will learn how to conduct a small-scale action
research project as part of their five-month school internship starting in
February. Students will first develop a fundamental understanding of
researching foreign language learning (such as questioning, observing or
testing). This part of the course will be largely based on film material that
supports students’ understanding of EFL research in conjunction with their
course readings. Students will proceed by learning how to develop their
own action-research study (by developing a research question and
research design, analyzing the data, reporting the results and implementing
findings in the school context). A significant part of the course will allow for
hands-on experimenting with students’ research ideas. At the end of the
course students will have an approximate plan for conducting their schoolbased action research projects which will be further developed and
implemented during the summer term. More specific course requirements
will be announced in the first seminar session, i.e. attendance of the first
meeting is mandatory.
Jahn, D.: Methoden und Techniken
literaturwissenschaftlichen Arbeitens (Vorbereitung
Projektband im Fach Englisch)
PJM-1.2
Mi 16-18
Q 111
Im Fokus dieser Veranstaltung steht die Auseinandersetzung mit Methoden
und Techniken literaturwissenschaftlichen Arbeitens in Vorbereitung auf
den Projektband im Rahmen des Master of Education.
Wilden, E.: Evaluating and reporting school-based
action research (Nachbereitungsveranstaltung zum
Projektband im Fach Englisch)
PJM-1.4
Blockseminar
E 034
Q 110
Blockseminar:
24.11.2015, 18-21
E 034
05.02.2016, 14-18
E 034
06.02.2016, 10-17
Q 110
In this course students will evaluate and report on their action-research
projects conducted as part of their five-month school internship in the
previous summer term. Students will be required to present their schoolbased action research results in a form depending on the nature of their
projects. Thus, individual planning and consulting with the university mentor
are indispensable throughout the term. Specific course requirements will be
announced in the first seminar session.
PPM: Betreuung der Praxisphase im Fach Englisch
Schmid, S./Schlieckmann, R.: Preparing the school
internship (Vorbereitung auf die Praxisphase im Fach
Englisch
PPM-1.1
Fr 8-12
14täglich
ab 23.10.2015
Q 115
Vehring, C./Jöckel, A.: Preparing the school internship
(Vorbereitung auf die Praxisphase im Fach Englisch
PPM-1.1
Fr 8-12
14täglich
ab 30.10.2015
Q 115
Werthen-Giles, K./Wilden, E.: Preparing the school
internship (Vorbereitung auf die Praxisphase im Fach
Englisch
PPM-1.1
Blockseminar:
03.11.2015, 16-19
E 034
20.11.2015, 12-20
N 01
21.11.2015, 9-18
N 01
Blockseminar
E 034
N 01
29.01.2016, 8-12
N 01
In this course EFL students will prepare for their five-month school
internship starting in February. Students will extend their understanding of
the fundamental principles of (foreign) language learning and teaching
acquired in the BA. More importantly, they will further develop their practical
teaching skills by experimenting with common TEFL methods, ideas and
concepts. A significant part of the course will be dedicated to students’
microteachings, hands-on analysis of various lesson videos and other
matters of day-to-day foreign language teaching in the primary/secondary
classroom. Also, there will plenty of space for students’ questions and
needs at this stage of their professional development in order to allow for a
confident start into the internship. More specific course requirements will be
announced in the first seminar session, i.e. attendance of the first meeting
is mandatory.
Kolloquium – zusätzliches Angebot für Studierende der
Anglistik
Wilden, E.: Übung zum wissenschaftlichen Arbeiten
K
Beginn: 27.10.2015
Di 16-18
14-täglich
ab 27.10.2015
R 117

Kommentare - Universität Vechta

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