|
Date |
Subject |
Compulsory
Reading (to be read before the session) |
Further
Reading |
|
28.4.04 |
Preliminaries |
|
|
|
5.5.04 |
An Overview
of Text Production (Writing and Speaking) |
Wolff
2002, Grabe 2001 |
|
|
12.5.04 |
The
Writing Process |
Wolff (1992:
113-123, i.e. sections 2 and 3 only!); Grabe/Kaplan
(1996: 113-146) |
Wolff
2002 |
|
19.5.04 |
The
Writing Product I: a Comparison of Anglo-Saxon and German(ic) Writing Styles
I |
Clyne
(1991), Hannay (1997), Connor (1996), Kaplan (1966), House (1997) |
|
|
26.5.04 |
cancelled |
||
|
2.6.04 |
The
Writing Product II: a Comparison of Anglo-Saxon and German(ic) Writing Styles
II |
(see
19.5.) |
|
|
9.6.04 |
Writing
Skill Enhancement: Years 5-10; Years 11-13 and beyond; Software Tools |
Hinz (1993),
Wernsing
(2004), Siepmann
(2002a), Wolff (1992: 124 ff.) |
Mangenot
1996, Word
Pilot, Graphic Organizers Grundy (1990), Reid (1993: 21-48) |
|
16.6.04 |
Responding
to and Evaluating Student Writing |
Richtlinien
NRW, Reid
(1993: 229-254), Siepmann
(2002b) |
Hamp-Lyons
2001, Hamp-Lyons 1991, Leki (1992: 122-133), Vann 1991, ESL composition profile |
|
23.6.04 |
Speech
Production in L1 and L2 |
Wolff
(2002: 187-216,
243-249,
252-256, 297-318) |
Grundy
(2002), Carter/McCarthy (1997) |
|
30.6.04 |
The
Grammar of English Conversation |
House,
Gibson (2000) |
|
|
7.7.04 |
cancelled |
|
|
|
14.7.04 |
Cross-cultural
difference in Spoken Language Use: German vs. English |
various articles by J. House |
|
|
21.7.04 |
In-class
Speaking Tasks |
Communicative Language Games |
|
|
28.7.04 |
Writing,
Speaking and Translation |
Königs (1990) |
This seminar is concerned with the two major productive skills - speaking and writing - as well as with translation, a skill that has long suffered comparative neglect in language teaching. Anyone who sets out to teach productive skills in the language classroom must address two preliminary questions: a) What are the mental processes underlying speech, writing and translation, i.e. what goes on in speakers' or writers' minds as they speak or write? b) Are there any differences in speech and writing styles between German and English? Once we have answered these questions, we will be able to design our own classroom activities (and, possibly, try them out) and evaluate those that have been suggested in textbooks and the research literature.
Those of you who are interested in using concordancing software can
download a free DOS-based concordancer called Microconcord.
Download Microconcord at http://www.lexically.net/software/index.htm
and a corpus
of specialist (film studies) texts onto your hard disk, placing them in the
same directory; open the Windows explorer and start Microconcord by clicking on
the file named ‘MCONCORD’ (application/Anwendung).
Corpora of specialist texts can be constructed from texts freely
available on the World Wide Web using off-line browsers (e.g. Teleport).
More detailed introductions to corpus linguistics are Catherine Ball, Concordances and
Corpora, Tony McEnery/Andrew Wilson, Corpus
Linguistics and Graeme Kennedy, Introduction to Corpus Linguistics.
London: Longman 1998; I have published a French-language
article on a corpus-driven approach to grammar.
Multiconcord, a powerful multilingual concordancer, can be
obtained from CFL Software Development (see http://web.bham.ac.uk/johnstf/lingua.htm)
If you wish to use English WordProf at your school, contact M. Ferraris,
CNR Istituto Tecnologie Didattiche, Via de Marini 6, Torre di Francia, 16149
Genova, Italia
Text Archives
The Guardian and the Observer on CD-ROM. (available from
Chadwyck-Healey Ltd, The Quorum, Barnwell Road, Cambridge, CB5 8SW, England/UK,
www.chadwyck.co.uk)
The Times on CD-ROM (available from News
Multimedia, PO Box 481, Virginia Street, London, E1 9BD, England/UK)
Texts can also be
downloaded from a large number of electronic newspapers or journals; lists of
downloadable journals can be found in university libraries.
DATA PASSWORD: determiners (articles, pronouns, etc.), agreement
(subject-verb), tenses, adverb vs. adjective, prepositions, active/passive,
sequence of tenses (reported speech), structures (verb complementation), word
order (SVO, etc.), orthography, re-order (never had I ..., seldom did I ...),
do-insertion (does he play football?)
I-Finger dictionaries
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