UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School Learning and
Teaching Committee:
…………… A. Stähler, 06 FEB 2015…………….(date)
MODULE SPECIFICATION
1. Title of the module
GE332 German Applied Linguistics and Second Language Acquisition
2. School or partner institution which will be responsible for management of the module
SECL (German)
3. Start date of the module
4. The number of students expected to take the module
15
September 2015
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
This module will replace GE327.
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
C
7. The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
9. Prerequisite and co-requisite modules
Co-requisite module: GE329 or GE304 or knowledge of German on at least CEFR level A1.
Autumn and spring
10. The programmes of study to which the module contributes
German (JH and SH); students taking German to degree level as beginners ( ab initio ) must take this module in their first year alongside the intensive beginners core language module GE329. This module is also available as a wild module to students from all other faculties if their German language proficiency is at least on CEFR level A1.
11. The intended subject specific learning outcomes
On successful completion of this module students possess the following subject specific skills, abilities and knowledge in relation to the key topics outlined under point 13:
11.1. Students can describe how foreign language acquisition for adults differs from first language acquisition and how challenges in acquiring German as an adult can be overcome
11.2. Students are familiar with German sounds and can correctly pronounce even unknown words.
11.3. Students understand and can describe grammatical terms, concepts and structures. They are also able to analyse sentences/texts from a grammatical point of view.
11.4. Students are familiar with the relation between vocabulary size and listening/reading comprehension, the different kinds of dictionaries and how to use them as well as how to efficiently acquire vocabulary.
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UNIVERSITY OF KENT
12. The intended generic learning outcomes
On successful completion of this module students possess the following generic skills, abilities and knowledge in relation to the key topics outlined under point 13:
12.1. Students can critically reflect on their own language learning, identify areas that require improvement, and plan independent study activities.
12.2. Students can use resources (dictionaries, etc.) and information technology independently and effectively in a way which supports their independent learning.
12.3. Students can manage their time and prioritise workload.
12.4 Students can develop their own learning approaches and strategies.
12.5. Students can communicate effectively (in writing and orally) to specialist and non- specialist audiences.
12.6. Students can confidently participate in discussions and team work.
13. A synopsis of the curriculum
This module is intended for students who start(ed) to learn German at University. It supports the acquisition of German as a foreign language as an adult; the module should be taken together with a language module (e.g. GE329). In the form of a learner diary the students document and critically reflect their progress in learning German. The level of knowledge of German required increases during the duration of the module, in line with the proficiency increase to be expected from a beginner’s language module. The module notably has a highly applied focus. For example, students will be familiarized with grammatical terms (types of words, parts of speech) and structures
(morphology, sentence structure), learn how to effectively acquire vocabulary, improve their pronunciation etc. The module ’s topics (directly or indirectly) address all four language skills as well as grammar and vocabulary.
The module covers the following key topics:

First language acquisition vs acquiring a foreign language as an adult

Phonetics and pronunciation

Vocabulary and parts of speech

Vocabulary acquisition

Corpora, corpus analysis and dictionaries

Syntactic roles and morphology

Basic and advanced sentence structures

Language proficiency levels (CEFR)
14. Indicative Reading List
Compact Oxford German Dictionary (2013). OUP: Oxford. [ISBN 978-0-19-966312-5]
Corbeil, J. & Archambault, A. (1997). Visual dictionary: English, French, German, Spanish .
Oxford: Oxford UP. [ISBN 0198631456]
Crystal, D. (2006). How language works . London: Penguin Books. [ISBN 0141015527]
Crystal, D. (2010). The Cambridge Encyclopedia of Language . Cambridge: Cambridge UP
[ISBN 978-0521736503]
Durrell, M. (2011). Hammer’s German grammar and usage . London: Hodder Education.
[ISBN 1444120166].
Hall, C. (2003). Modern German Pronunciation: An introduction for speakers of English .
Manchester: Manchester UP.
Jones, R. & Tschirner, E. (2006). A frequency dictionary of German . London: Routledge.
[ISBN 0415316332]
Lightbown, P.& Spada, N. (2013). How languages are learned . Oxford: Oxford UP.
[ISBN 978-0194541268]
Mitchell, R., Myles, F. & Marsden, E. (2012). Second language learning theories . London:
Routledge. [ISBN 978-1444163100]
Nation, I.S.P. (2013). Learning Vocabulary in another language . Cambridge: Camridge UP.
[ISBN 978-1107623026]
Tschirner, E. (2008). Lextra – Deutsch als Fremdsprache – Grund- und Aufbauwortschatz nach
Themen . Cornelsen: Berlin. [ISBN 978-3-58-901559-7]
Weber, R. (2014). PONS Grammatik auf einen Blick Deutsch . Pons: Stuttgart.
[ISBN 978-3-12-561897-8]
Zorach, C. & Melin, C. (2009). English Grammar for Students of German . Olivia & Hill: Ann
Arbour, MI. [ISBN 978-0-93-403438-8]
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UNIVERSITY OF KENT
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 module learning outcomes
The module is taught by means of a weekly one-hour seminar (20 weeks, excluding reading weeks) during autumn and spring term. There are 150 total study hours, consisting of:

20 hours seminar

130 hours independent learning
The seminar introduces the key topics (see point 13), allows for discussion [11.1, 11.3, 11.4, 12.5,
12.6] and practical exercises [11.2, 11.3, 12.2, 12.4] as well as group presentations [11.1, 11.4, 12.2,
12.3]. As part of the assessment, students keep a learning diary throughout the duration of the module (12.1).
16. Assessment methods and how these relate to testing achievement of the intended module learning outcomes
Assessment is 100% coursework, consisting of:

1 learning diary 10%

1 group presentation, 5 min./person 15%

1 pronunciation test, 10 min. 15%

2 take-home assignments (each 10%) 20%

2 in-class quizzes (each 20 min./10%) 20%

1 in-class test, 50 min. 20%
[12.1, 12.4]
[11.1, 11.3, 11.4, 12.2, 12.3, 12.5, 12.6]
[11.2, 12.5]
[11.3, 11.4, 12.2, 12.3, 12.6]
[11.1, 11.3, 12.6]
[11.1, 11.3, 11.4, 12.6]
17. Implications for learning resources, including staff, library, IT and space
Negligible. Some of the indicated books will have to be purchased.
18. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual b asis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
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