University of Kent at Canterbury s4

UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE

MODULE SPECIFICATION TEMPLATE

1 Title: Looking into German 2 (Deutsch unter der Lupe 2) 2 Department responsible for management: SECL 3 Start Date: Academic year 2007-8 4 Number of students expected to take the module: 10-12 5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal: None 6 Level of module: Honours [H] 7 Number of credits: 15 8 Module to be taught in: Spring Term 9 Pre-requisite Modules: It will help to have taken a linguistics module such as GE3?? Sprechen Sie Deutsch!; LZ328 Looking at Language; LZ327 Understanding Language at Level C or GE5?? Deutsch gestern, heute und morgen at Level I, Students will preferably have taken Deutsch unter der Lupe 1 at Level H or similar modules in French for JH FR/GER students. No co-requisite modules. 10 Programmes of study to which module contributes: any Hums. SH or JH degree with German in its title. Provided students have a sufficiently high level of competence in German (GE503, Learning German 5), the module is also available as a wild module. 11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes: Students will have analytical insights into the syntactic, lexical and prosodic systems of the present-day German language and its dialects. They will be able to recognise and analyse more complex syntactic structures and pragmatic use of the language in the social context [A1,A3,C1,C3C5,C6,C8c]. 12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes: students should understand the principles and practice of linguistic analysis and be able to apply them to German both receptively and productively. As well as being a course in linguistic methodology the module will reveal insights into the German language which will improve their active and passive performance in German [A1,A3,C1,C3C5,C6,C8c]. Key Skills: Communication Students will be able to discuss in both English and German the workings of the language from both technical and sociolinguistic perspectives. A WebCT chat room will encourage students to share their views, problems and solutions. Topics, materials and methodology of assessment essays will be negotiated with teaching staff. [A1,A3,A9, B5,C3,C5,D1]. Problem Solving Students will be able to solve problems in and make decisions on syntactic, morphological, phonological and pragmatic analysis [A1,A3,A9,B1,B2,B4,B6,B7,B8,C5,C6,D3,D7]. Working with others. Shared work in groups on transcribing and analysing linguistic data will increase problem- solving skills. [A1,A3,A9,B1,B2,B6,C5,C6,D11] Information Technology WebCT exercises and presentation work with PowerPoint, also speech analysis using Praat will heighten IT competence. [B1,B3,B7,C6,D5,D6,D14] Improving one’s own learning and performance Working on syntax, phonology and lexis will increase ability in German as well as supplying analytical skills. Topics, materials and methodology of assignments will be negotiated with teaching staff. [B8,C3,D2,D8] Numeracy N/A 13 Synopsis of the curriculum: The module will build on a detailed examination of the structure of German Standard German to investigate the interplay of structure, lexis and intonation (prosody) in using German in specific social and functional contexts, e.g. vernacular, informal, formal; affective, persuasive, informative, authoritative, to achieve specific results. 14 Indicative Reading List (* marks particularly recommended works) *Ammon, U. et al. (2004) Variantenwörterbuch des Deutschen. Berlin/New York: de Gruyter. *Barbour, S. & Stevenson, P.R. (1990) Variation in German. Cambridge: CUP. *Boase-Beier, J. & Lodge, K. (2003) The German Language: a Linguistic Introduction. Oxford: Blackwell Braun, P. (1987) Tendenzen in der deutschen Gegenwartssprache, Stuttgart, Kohlhammer. *Durrell, M. (1992) Using German: a guide to contemporary usage, Cambridge: Cambridge UP.

UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE

Eisenberg, P. et al. (2005) Duden-Grammatik. Mannheim: Duden- Verlag. *Fox, A.(1984) German Intonation. Oxford: Clarendon Press. Geilfuß- Wolfgang, J. (tba) Über gewisse Fälle von Assoziation mit Fokus.Tübingen: Niemeyer. Hall, C. (2003 ) Modern German Pronunciation: An Introduction for Speakers of English. Manchester: Manchester University Press. *Johnson, S (1998) Exploring the German Language, London, Arnold. [OUT OF PRINT – authorised photocopies can be purchased from German Office CNW 113] Keller, R.E. (1961) German Dialects. Manchester: Manchester University Press. Moulton, W.G. (1962) The Sounds of English and German. Chicago: University of Chicago Press. Partridge, J.G. (2005) (ed.) Getting into German. Multidisciplinary Linguistic Approaches. GLCS 17, Bern: Peter Lang. *Schwitalla, J.(1997) Gesprochenes Deutsch: eine Einführung . Berlin: Erich Schmidt Verlag Zorach,C. & Melin, C. (1999) English Grammar for students of German 3rd. ed., London; Arnold. 15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes: 1hr lecture, 2hr seminar/workshop per week, total contact hrs/term 30. Total study hrs 150. Practical implementation of theoretical material so that students learn the techniques of analysis, synthesis and generalisation. 16 Assessment methods and how these relate to testing achievement of the intended learning outcomes: 100% coursework: 1 test @ 10% to test comprehension of notational systems; 1 presentation @ 10% to test formal recognition of social variation; 2 1,300-word essays @ 40% each to test skills of syntactic analysis and pragmatic competence. 17 Implications for learning resources, including staff, library, IT and space: module will be taught by staff currently teaching GE540; library to acquire texts listed above if not already held; no special IT requirement: rooms to take 10-12 for 1 + 2hrs. 18 As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

...... Director of Learning and Teaching Date

Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and will be responsible for its resourcing"

...... Head of Department Date