GER 351: German Pronunciation and Phonetics 3 Credits

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1 GER 351: German Pronunciation and Phonetics 3 Credits Instructor: Dr. Benita Blessing Place: Online blessinb@onid.orst.edu Skype: Course setup This course is designed for students who have either successfully completed GER 213, or its equivalent. In this introductory linguistic course, you will gain a basic understanding of German phonetics and phonology. You will learn about the German sound system, including pronunciation, phonology, phonetic and contrastive analysis of sounds; phonemes, intonation, and tone patterns. In addition to this theoretical knowledge, you will review and practice your German pronunciation in context, reading and listening to short German audio/video and German films. At the end of the course, you will also have acquired basic skills to identify and explain pronunciation difficulties and strategies for their correction. Daily preparation, even on the off-days, is absolutely necessary as this is a fast-paced course. You are expected to work on your German skills by participating actively in class and by preparing diligently outside of class. This course is required for students working toward a teaching certificate in German, and will not be offered every year. Student learning objectives: Upon completion of this course, students should be able to - communicate by writing and speaking in English about German language and linguistics using interpersonal, interpretive and presentational modes ( in German optional) ( Communication ) - begin to investigate ways in which culture and identity affect spoken language in German-speaking countries and regions, by writing and speaking in English and German ( Cultures ) - identify connections between language study and other academic disciplines such as biology, sociology, and information technology ( Connections ) - begin to assess differences and similarities of the German and English language and culture ( Comparisons ) - show interest in activities related to German on and off campus and apply how these events contribute to their learning experience ( Communities ) Student learning outcomes: Identify ways that identity is expressed through language, and especially through pronunciation patterns Describe the basic anatomy and physiology of speech and hearing Demonstrate correct basic use of the scientific notation system used to represent sounds in German Use correct articulatory & acoustic definitions to describe sounds Describe common variations in native spoken German Identify universal rules used to categorize or explain patterns of variation in native spoken German Describe primary differences between English and German pronunciation rules Control the transference of English pronunciation patterns when using German Collaborate effectively on group projects 1

2 Manage and document the learning experience in an organized and self-motivated fashion Prerequisites GER 213 or departmental approval. This course is required for students working toward a teaching certificate in German, and will not be offered every year. Learning Text and Tools 1. Hall, Christopher. Modern German Pronunciation: An Introduction for Speakers of English. Manchester University Press: nd Edition ISBN/SKU Required. 2. Fagan, Sarah M. B. German: A Linguistic Introduction. Cambridge University Press: ISBN/SKU Optional (OSU bookstore). 3. Dictionary (avoid pocket dictionaries). 4. Blackboard materials Textbook: NOTE: For textbook accuracy, please check the textbook list at the OSU Bookstore website ( Sample syllabi may not have the most up-to-date information. Students can also click the OSU Beaver Store link above the GER 351 course information in the Ecampus schedule of classes for course textbook information and ordering. Evaluation Vlogs/ Recordings:. 25% Discussion Board 10% Biweekly Quizzes.30% Final Presentation % Portfolio. 15% TOTAL...100% Grading breakdown = A = A = B = B = B = C = C = C = D = D = D- Below 60 = F Course Details The following assignments will determine your grade in this class: Vlogs / Recordings (25%) Each week you will make a video recording or a voice recording of yourself, determining the assignment provided. Prompts for Vlogs and Recordings are found under Assignments. The purpose of the video recordings is to have the ability to view the movements of your mouth while working on pronunciation, etc. We will be working with video recordings on a weekly basis throughout the term to keep a log of your progress. In other instances, we will simply be using audio recordings, for which you will not need to use video. 2

3 Discussion Board (10%) Each week there will be a new forum prompt posted by the instructor and based on the material for that week. You are required to respond to the instructor s prompt, along with those of three (3) classmates in at least 250 words or more. All posts should be in German and should be well thought out and provide either examples from texts read or from your own life. Your responses to fellow classmates should also be well thought out and provide specific examples backing up your thoughts and statements. Students failing to meet the requirements for the discussion board will receive half credit. Biweekly Quizzes (30%) You will complete a quiz every other week, starting Week 2. Quizzes will be based on readings and materials from the previously covered material in the textbook, including vocabulary, grammar and content understanding. Quizzes will be open every unit from designated start time listed under Assignments until 11:59 PM PST on the last day of the week. There are no make-up quizzes. Final Presentation (15%) For the final presentation, you will present a short analytical study of pronunciation the last week of the term. You will analyze the pronunciation of one to two subjects (native & non-native speakers) according to the German sound system, including pronunciation, intonation, and tone patterns. The final result will be a 10-minute presentation (given over Jing, YouTube, etc.) reviewing the contrasts and suggesting strategies for the pronunciation improvement of the non-native speaker. Please submit your presentation to the discussion board (My Presentation) the last day of the term (Friday, December 6 th, 2013)! Portfolio (15%) You will provide evidence of completing the expected learning outcomes above by accumulating a number of items during the term and organizing them into a comprehensive portfolio. Every learner should have a core set of items in addition to whatever they choose to provide independently. The portfolio should include items such as: Experiments in which you explore the nature of sounds; Reflections about identity and its connection to language; Vocabulary lists with specialized terms used to talk about sounds; Sound recordings of pronunciation practice exercises from the textbook; Transcriptions in which you use special symbols to describe pronunciation; A collaborative synthesis project in which you do a complete analysis of a native & nonnative speaker; An ongoing assessment journal (reflection of work in Vlogs/recordings) You should save all of the work you do for the class. You will need this information at the end of the class for your portfolio. Assessment Assessment generally takes two forms. Formative assessment is an ongoing process by which your work is examined and guidance provided on how to best meet the course objectives. Summative assessment is a one-time report of your mastery of specific content that is used for administrative (=grading) purposes. Formative assessment is a process that requires each student to gather feedback from individual peers, from the group in general, and the instructor over a period of time. Critical self-assessment is, however, the most important element. Learn to examine your work objectively, compare it against the VALUE rubrics and other criteria established for the different types of assignments we do in the course, understand the feedback given by peers 3

4 and instructors, and continually make improvements and corrections as the course progresses. To help you keep up with this task, you are asked to write a brief assessment report at the end of each week. (= Midterm small blue book report & its continuation). No single assignment should be considered completely done until finals week when the summative assessments are compiled. You may keep revising work until that time. Because every day brings opportunities to get formative feedback in different ways, very few assignments will be collected for formal review. Be sure to come to office hours if you'd like specific feedback from me on something that has not been collected for review. Set of Standards When you give or receive formative assessments, please rely on the following set of standard descriptions adapted from the Oregon Department of Education: 6 Exemplary. Work at this level is both exceptional and memorable. It is often characterized by distinctive and unusually sophisticated problem-solving approaches and solutions (this would be a high A). 5 Strong. Work at this level exceeds the standard. It is thorough, complex, and consistently portrays exceptional control of content, skills, and learning strategies (low A or high B). 4 Proficient. Work at this level meets the standard. It is strong, solid work that has many more strengths than weaknesses. Work at this level demonstrates mastery of content, skills, and strategies and reflects considerable care and commitment (low to mid B). 3 Developing. Work at this level shows basic but inconsistent mastery and application of content and skills. It shows some strengths, but tends to have more weaknesses overall (C-range). 2 Beginning. Work at this level is often superficial, fragmented or incomplete. It may show a partial mastery of content and skills, but it needs considerable development before reflecting the proficient level of performance (D-range). 1 Exploring. Work at this level is minimal. It typically portrays a lack of understanding and use of appropriate skills and strategies. Work at this level may contain major errors (F - not passing). Summative assessments in this course will be based on the work you accumulate during the term. During finals week, you will be expected to present a portfolio that contains evidence of the level of proficiency you have attained in each of the course objectives. Your proposed grade must be justified by the work in your portfolio and consistent with your overall engagement and behavior in the course. In order to make a strong case, follow these principles: Be thorough make sure that all of the required projects are included and that you are prepared with your written final grade proposal. Personalize your portfolio every student comes to the course with a different set of skills and interests, and your portfolio should reflect those personal characteristics. Artwork and other creative elements are encouraged. Be organized each portfolio needs to have a clear organizational structure that helps you tell a clear story about your learning in the course. Be objective As you think about the grade you'll propose for the course, follow the criteria and rubrics as fairly as possible. People often let their self-doubt, fatigue, or sense of relief at the end of the term cloud their judgment about the strength of their work. 4

5 DISABILITY ACCESS SERVICES Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at HONESTY IN ACADEMIC WORK Oregon State University s policy on Academic Dishonesty: Academic dishonesty is prohibited and considered a violation of the Student Conduct Regulations. It includes cheating, the intentional use of unauthorized materials, information, or study aids, fabrication, assisting in dishonesty or tampering (intentionally or knowingly helping or attempting to help another commit an act in dishonesty or tampering with evaluation instruments and documents): and plagiarism, intentionally or knowingly representing the works or ideas of another person as one s own. Cases of academic dishonesty will be reported to the director of the School of Language, Culture and Society who will inform the Dean and the Student Conduct Coordinator for further action. STUDENT EVALUATION OF TEACHING We encourage you to engage in the course evaluation process each term online, of course. The evaluation form will be available toward the end of each term, and you will be sent instructions through ONID. You will login to Student Online Services to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted. NOTE to prospective students: This syllabus is intended to provide students who are considering taking this course an idea of what they will be learning. A more detailed syllabus will be available on the course Blackboard site for enrolled students and may be more current than this sample syllabus Danke und viel Spass!!!

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