UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
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The title of the module: German Pronunciation and Phonetics
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The Department which will be responsible for management of the module: SECL
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The Start Date of the Module: September 2012
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The cohort of students (onwards) to which the module will be applicable: 2012
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The number of students expected to take the module: 15-25
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Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Departments and Faculties regarding the withdrawal: none
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The level of the module: Certificate [C]
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The number of credits which the module represents: 15
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10
11
12
13
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Which term(s) the module is to be taught in (or other teaching pattern): Autumn or
spring term
Co-requisite modules: not prescribed but preferably GE301, Learning German 3.
The programmes of study to which the module contributes: Any programme for study
in German with A-level entry requirements.
The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes: Students will have a thorough theoretical
understanding and practical command of German pronunciation and how it is
notated orthographically and phonetically. [A1,A3,B1]
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes: Students will understand how orthographic and
phonological systems vary and be able to apply this knowledge effectively
[A1,A3,B1]
Key Skills:
Communication
Students will be able to discuss and demonstrate the need for notational
systems and explain their workings. [A1,A3,B6,C1,C8a,C8b,D1]
Problem Solving
Students will be able to work out the consequences of phonological choice by
means of exercises in transcription and conversion
[A1,A2,B1,B2,B4,B6,B7,B8,C1, C8a,C8b),D3,D7].
Working with others
Students will be able to work together on pronunciation and recognition tasks
[B1,B2B3,B4,B6,B7,B8,C8a,C8b,D11].
Information Technology
Students will be able to make purposeful use of Web CT, CAN8 and Intranet
[A1,A3,B2,B3,D5,D6,D14].
Improving one’s own learning and performance
Students will have developed skills of self-evaluation, self-awareness and criticism as an intrinsic part of the module. They will be able to express
themselves more comprehensibly in German
[A1,A3,B2,B6,B7,B8,C1,C8a,C8b,D2,D7].
Numeracy
N/A
Synopsis of the curriculum: Recognition and correction of standard pronunciation
errors made by English native speaker learners of German. Presentation and
New module specification approved by Faculty 13/02/12
UNIVERSITY OF KENT
15
16
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18
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contrast of sounds of English and German, principles of graphemic and phonetic
transcription in the two languages.
Indicative Reading List:
Boase-Beier, J. and Lodge, K. (2003) The German Language. Oxford: Blackwell.
Fox, A.(1984) German Intonation. Oxford, Clarendon Press.
Geilfuß- Wolfgang, J. (tba) Über gewisse Fälle von Assoziation mit Fokus
Tübingen: Niemeyer.
Gilles, P. & Peters, Jörg (2004) Regional Variation in Intonation Tübingen:
Niemeyer.
Hall, C. (2003 ) Modern German Pronunciation: An Introduction for Speakers of
English. Manchester: Manchester University Press.
Peters, Jörg (2006) Intonation deutscher Regionalsprachen. Berlin: Walter de
Gruyter.
Johnson, S. (1998) Exploring the German Language. London: Arnold.
Moulton, W.G. (1962) The Sounds of English and German. Chicago: University of
Chicago Press.
Schwitalla, J. (1997) Gesprochenes Deutsch: eine Einführung . Berlin: Erich
Schmidt Verlag.
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: A 1hr lecture initially based on error
analysis introduces students to the description of German pronunciation. Weekly
1hr sessions in a language laboratory using TellMeMore give the chance to
practise the more difficult sounds of German and improve pronunciation,
intonation and fluency. Moodle exercises will form part of the teaching and
assessment process. At the end of this students will be able to recognize and
systematically reproduce the sounds of German Standard German. Total contact
hrs 20. Total study hours 150.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes: 4 assignments @ 12.5% each via Moodle converting
orthographic to phonetic representation and vice-versa [notations, conversions
and rhyme tests] = 50%, 2 oral tests @ 25% each by native speakers and module
tutor to test pronunciation and ability to read transcriptions accurately = 50%.
Implications for learning resources:
a. Staff: Module tutor for theory and exposition, native-speaker assistants
for practical sessions.
b. Library: acquisition of texts in §14 above if not already stocked.
c. IT: implementation of Moodle and hopefully TellMeMore.
d. Space use of multimedia labs/workstations.
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:
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 basis, in consultation with the University’s/Collaborative Partner’s
(delete as applicable) disability/dyslexia support service, and specialist support
will be provided where needed.
20. Campus(es) where module will be delivered Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
New module specification approved by Faculty 13/02/12
UNIVERSITY OF KENT
1.
Partner College/Validated Institution
2.
University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "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"
................................................................
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Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
New module specification approved by Faculty 13/02/12
Date
UNIVERSITY OF KENT
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
New module specification approved by Faculty 13/02/12