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Kurse / Courses

On this page, you find detailed information about the courses we offer. Click on the following links to go directly to the years of study or modules you are interested in:

Bachelor

Year BA "English Studies"
1 Module B2: "Linguistic Foundations"
2 Module A2: "Analysing English: System and Variability"
3 Module E2: "Linguistic Interaction in Context"
Module P: "Theories, Methods, Models"

Module B2: "Linguistic Foundations"

Wintersemester Sommersemester
LV Introduction to Linguistics I (2 SWS) LV Introduction to Linguistics II (2 SWS)
LV Descriptive Grammar of English (1 SWS) LV Spoken English (1 SWS)
Module B2

Introduction to Linguistics 1

This introductory course is a two-semester course and presents a general survey of the study of language. In the first part of the course we will study concepts and methods of three core branches of linguistics: phonetics/ phonology, morphology, and syntax, featuring the basic levels of linguistic organisation, such as the structure of sounds, words, word sequences and sentences.
Students will be familiarised with the basic concepts of modern theoretical linguistics as well as different approaches to the study of language and their respective methodology.

The course presents the basic linguistic terminology and provides help in finding and using secondary literature on selected topics.

There are optional tutorials for this lecture. We recommend attending a tutorial as preparation for the exam. Details about tutorials and registration on Stud.IP will be provided in the first session of the lecture.

Literature:

O'Grady, W., Archibald, J., & Katamba, F. (2011). Contemporary linguistics: An introduction (2 ed.). Harlow: Pearson Longman.

Radford, A., Atkinson, M, Britain, D., Clahsen, H., & Spencer, A. (2009). Linguistics: An introduction (2 ed.). Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

Descriptive Grammar of English

This course gives a comprehensive overview of the descriptive grammar of English. Our focus will be on the parts of speech, the grammatical rules of nominal and verbal phrases and the structure of the different sentence and clause types in English (e.g. finite and non-finite complement clauses, adjunct clauses, questions, relative clauses, and imperatives). This course provides the basis for the sessions on English syntax in the first part of the Introduction to English Linguistics by acquainting you with descriptions of English grammar according to current reference grammars.

There are optional tutorials for this lecture. We recommend attending a tutorial as preparation for the exam. Details about tutorials and registration on Stud.IP will be provided in the first session of the lecture.

Literature:

The course will mainly be based on relevant sections from:

Aarts, B. (2011). Oxford modern English grammar. Oxford: Oxford University Press.

Carter, R. & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide. Cambridge: Cambridge University Press.

Additional Literature:

Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. A. (1985). Comprehensive grammar of the English language. London: Longman

Huddleston, R. & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

Introduction to Linguistics 2

This second part of the two-semester introductory course covers the remaining areas of core linguistics (i.e., semantics and pragmatics) and gives an overview of specialised fields in modern linguistics, introducing historical linguistics, typology, first and second language acquisition, psycholinguistics, neurolinguistics and sociolinguistics.

Students will be familiarised with the basic concepts of modern theoretical linguistics as well as different approaches to the study of language and their respective methodology.

The course presents the basic linguistic terminology and provides help in finding and using secondary literature on selected topics.

There are optional tutorials for this lecture. We recommend attending a tutorial as preparation for the exam. Details about tutorials and registration on Stud.IP will be provided in the first session of the lecture.

Literature:

O'Grady, W., Archibald, J., & Katamba, F. (2011). Contemporary linguistics: An introduction (2 ed.). Harlow: Pearson Longman.

Plus selected videos on LingTUtor.

Spoken English

In this course, we survey properties of contemporary spoken English from a phonetic and phonological perspective. In the first part of the course, we define and describe characteristics of connected speech such as stress, rhythm, and intonation. In the second part, this course gives an overview over variation and development in spoken English. We discuss different accents of English, i.e. American and British English as well as World Englishes. Finally, we address the development of spoken English (a) in history from Old English to Modern English, and (b) in learners by looking at how children and foreign-language learners acquire spoken English.

There are optional tutorials for this lecture. We recommend attending a tutorial as preparation for the exam. Details about tutorials and registration on Stud.IP will be provided in the first session of the lecture.

Literature:

Carr, P. (2013). English phonetics and phonology: An introduction. Chichester: Wiley-Blackwell.

Collins, B. & Mees, I. M. (2013). Practical phonetics and phonology: A resource book for students. Abingdon: Routledge.

O'Grady, W., Archibald, J., & Katamba, F. (2011). Contemporary linguistics: An introduction. Harlow: Pearson.

Roach, P. (2009). English phonetics & phonology: A practical course. Cambridge: Cambridge University Press.

Skandera, P. & Burleigh, P. (2016). A manual of English phonetics and phonology. Tübingen: Narr.

 

Plus selected videos on LingTUtor.


Module A2: "Analysing English: System and Variability" / Module A5: "Advanced English Studies"

Systems of Language and Communication (empfohlen im WS) Developmental and Linguistic Variation (empfohlen im SoSe)
Morphology First Language Acquisition
Syntax Second Language Acquisition
Semantics and Pragmatics Contrastive Grammar
Contrastive Grammar  
Phonetics and Phonology  
Bereich Systems of Language and Communication

Morphology

This course will introduce the participants to the study of the structure of words and the formation of new complex words in contemporary English. After a review of relevant basic linguistic terms for morphological analysis (word, lexeme, morpheme, prefix, suffix, root, stem, base), we will consider inflection as well as productive types of English word formation: a) derivational suffixation (unfriendly, yuppiedom) incl. conversion/zero derivation (to tango, to email) and b) compounding (teapot, couch potato). The particular status of non-syntagmatic processes of abbreviation like blending (brunch), initialism (BBC), acronyms (NATO), or clipping (flu) will be discussed as a contrast to compounding and derivation. We will use current theoretical frameworks to describe: (a) the regular word-internal structures, (b) their rule-based semantic interpretation, (c) general semantic changes as effects of word formation, and (d) pragmatic and other extra-linguistic blockings of word creation. We will also address the following questions: a) How do children acquire knowledge of word-formation processes and the meaning of complex words?, b) How are (complex) words represented and stored in the monolingual mental lexicon?

Literature:

Lieber, R. (2021). Introducing morphology (3 ed.). Cambridge University Press.

Plus selected videos on LingTUtor.

Syntax

This course is designed as an introduction to the most recent theory of generative syntax, The Minimalist Program (Chomsky 1995). The Minimalist Program explores the fascinating idea that language, in particular, syntax, is optimal and can be reduced to a small set of universal economy principles. The Minimalist Program aims towards a powerful and universal explanation of sentence structure across languages. This course will exemplify the rationale and the implementation of the Minimalist approach to syntax. Using plenty of examples from English and other languages, you will get a step-by-step introduction to syntactic categories and structure, principles of syntactic movement, and parameters of cross-linguistic differences in word order.

This course will provide you with a sound foundation in syntactic theory and analysis; it is ideal for students who enjoyed the syntax part of the Introduction course.

Literature:

Adger, D. (2003). Core syntax: A Minimalist approach. Oxford: Oxford University Press.

Plus selected videos on LingTUtor.

Semantics and Pragmatics

This course will discuss the central semantic and pragmatic approaches to meaning in language, introducing the main concepts and methods of the study of context-free (semantic) and contextually dependent (pragmatic) meaning. We will consider meaning at several levels (lexical, sentential, discourse) and discuss the relationship between grammar and meaning. In the first part of the course we will discuss a) the theory of lexical fields and sense relations, b) prototypical properties of lexical items and c) the theory of semantic components. We will then investigate the contextually dependent meaning based on culturally or situationally embedded frameworks of understanding words by their function, use and background knowledge. Finally, we will focus on a principle-governed interpretation of meaning based on discourse implicatures that accounts for the ambiguous and dynamic status of meaning caused by linguistic interactions.

Literature:

Saeed, J. I. (2016). Semantics. (4 ed.). Oxford: Blackwell.

Plus selected videos on LingTUtor.

Contrastive Grammar

The purpose of this course is to give an insight into language comparison with a clear focus on English-German contrasts. Starting with an introduction to Contrastive Linguistics (i.e. its major goals, methodology, findings and fields of application) we will go on to compare German and English sentence structure (as well as related morphological aspects) from two perspectives, the descriptive as well as the generative syntactic perspective. Building up on students' knowledge of sentence structure gained in the introductory course, we will look at categories, sentence structure and syntactic movement in more detail, including underlying theoretical principles postulated in generative syntactic theory. Lectures will include practical work in the form of exercises.

Literature:

König, E. & Gast, V. (2018). Understanding English-German contrasts (4 ed.). Erich Schmidt Verlag.

Plus selected videos on LingTUtor.

Phonetics and Phonology

Phonetics and phonology are concerned with the ways in which humans produce and hear speech. They thus represent the science of speech sounds and the theory behind phonological rules. Languages vary widely in their sound structures: their number and type of phonemes, the shape of syllable structure, use of tonal contrasts, stress patterns, and so on. At the same time, all languages show striking similarities in the way they structure their sound systems. Phonology strives to understand the structure behind these differences across different speech systems. This seminar introduces the science of speech sounds and the theory behind phonological rules. How can we describe the pronunciation of a language? What do people do when they play language games? Why do loanwords sound so utterly differently from the way they sound in the donor language? How does the mind represent the phonological form of words?  We will revisit the concepts of phonetics and phonology that were introduced in the B2 module but focus on rules and theoretical models that go beyond the descriptions of surface phenomena. Topics include acoustic, articulatory, and perceptual phonetics, distinctive feature theory, tones, suprasegmental phenomena, word stress, phonology above the word, as well as different theoretical approaches to explaining and predicting underlying structures.

Bereich Developmental and Linguistic Variation

First Language Acquisition

Learning a language is easy - any child can do it! Notwithstanding its apparent ease, acquiring a language is one of the major feats in child development, and it sets humans apart from other species. At the same time, language acquisition does not happen overnight, and children make errors along the way like the following.

(1) He singed a song.
(2) No Peter like chocolate.
(3) I want apple. (referring to banana)

What do these errors tell us about language and how children acquire it? We will look at lots of data from children to address this and the following questions: What is special about language in relation to other cognitive skills? How is language represented in the brain, and how does the brain develop in children? Is there an innate component to language acquisition? What types of input are necessary for children to acquire language? How do children learn language sounds, words and sentences? Why do children acquire languages much more easily than adults?

Literature:

Becker, M & Ud Deen, K. (2020). Language acquisition and development. MIT Press.

Clark, E. V. (2016). First language acquisition (3rd ed.).  Cambridge University Press. 

Saxton, M. (2017). Child language: Acquisition and development (2nd ed.). Sage.

Plus selected videos on LingTUtor.

Second Language Acquisition

This course will provide an overview of the central issues discussed in second language acquisition, e.g.:

  • What are the processes underlying language acquisition in general?
  • Is there a difference between first and second language acquisition?
  • What is the role of the first language?
  • Are there individual differences between learners of the same second language?
  • How do learners communicate in the second language?
  • What is the role of instruction?

Current models / theories of (second) language acquisition, as well as empirical studies will be introduced. Students will also be familiarised with the analysis of language data.

Literature:

Hawkins, R. (2019). How Second Languages Are Learned. An introduction.(4 ed.). Cambridge University Press.

Plus selected videos on LingTUtor.

Contrastive Grammar

The purpose of this course is to give an insight into language comparison with a clear focus on English-German contrasts. Starting with an introduction to Contrastive Linguistics (i.e. its major goals, methodology, findings and fields of application) we will go on to compare German and English sentence structure (as well as related morphological aspects) from two perspectives, the descriptive as well as the generative syntactic perspective. Building up on students' knowledge of sentence structure gained in the introductory course, we will look at categories, sentence structure and syntactic movement in more detail, including underlying theoretical principles postulated in generative syntactic theory. Lectures will include practical work in the form of exercises.

Literature:

König, E. & Gast, V. (2018). Understanding English-German contrasts (4 ed.). Erich Schmidt Verlag.

Plus selected videos on LingTUtor.


Module E2: "Linguistic Interaction in Context" / Module E5: "Advanced English Linguistics"

Topics

Psycholinguistics

Challenges in Language Development

Language development begins at birth but does not end in adulthood. Rather, language knowledge and language use continue to develop and change throughout the lifespan. This class starts with a revision of monolingual and multilingual first and second language acquisition and language processing in typically developing populations. But what happens if things are not ideal? The second part of this class then focuses on non-typical populations and the various challenges they face in language acquisition and language processing. We will consider various types of challenges ranging from genetic disorders (e.g. developmental language disorder), via sensory impairments (e.g., deafness), to acquired cognitive (e.g. dementia) and language disorders (e.g., aphasia). We will identify differences from the typical population and discuss their implications in real-world communication situations (including school settings).

By the end of this class, students will have a broad understanding of select challenges and be sensitized to how these challenges language development and processing. This class offers many hands-on activities and provides insight into applications of the newly acquired knowledge. Familiarity with fundamental concepts of FLA, SLA, and/or psycholinguistics is beneficial.

Literature:

TBA

Plus selected videos on LingTUtor.

Listening in the L1 and L2

Understanding in languages we’ve grown up with comes easy (L1), but it’s a challenge in languages we’ve learned later in life (L2). In this seminar, we will examine how speech processing is shaped by language experience and how this influences the recognition of spoken words. We will cover topics such as the universalities common to listening in all languages, how early development shapes listening to become language-specific, and how this can impact L2 listening later in life. Building up on and revising the basic concepts of phonetics and phonology that you have acquired in modules B2 (and A2) we will try to answer psycholinguistic questions such as:

•    How do we extract words from speech?
•    Why does accented speech pose a challenge to the word recognition system?
•    How flexible is L2 speech perception?


Literature:

Cutler, A. (2012). Native listening: Language experience and the recognition of spoken words (1st ed.). Cambridge, Mass: MIT Press.

Plus selected videos on LingTUtor.

Morphology and the Mental Lexicon

Selfie stick, blogger, ungoogleable,... Morphology allows us to create and understand an infinite number of new words derived from known component parts (e.g., google-able) but have you ever wondered how we process these forms in real time? Do we analyse the morphological structure or do we ignore it? This course deals with how morphologically complex words are represented in our mind/brain and how they are processed during language comprehension and production. Combining linguistic theory and psycholinguistic research, we will explore whether forms such as walked and walker are recognised as whole forms or decomposed into their component parts (i.e., walk plus -ed/er) and how properties of these forms (e.g., inflection vs. derivation, frequency/familiarity or transparency) influence processing. After an introduction to morphological theory and processing models, we will read and discuss original research papers that put linguistic theories to the test and investigate the psychological reality of morphological structure in our mind/brain.

Literature:

TBA

Plus selected videos on LingTUtor.

Psycholinguistics

Language processing takes place in the brain, and we cannot see what is happening inside the skull. However, psycholinguistics offers a way to induce the processes that take place in our mind when we produce and comprehend language. In this course, we will learn about psycholinguistic methods and models that explain how we use and understand words and sentences. We will read and discuss original research papers and get some hands-on experience with in-class experiments, exploring the psychological reality of linguistic structure with respect to sounds, words, sentences and discourse.

Literature:

Traxler, M.J. (2012). Introduction to psycholinguistics: Understanding language science. Oxford: Wiley-Blackwell.

Warren, P. (2013). Introducing psycholinguistics. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

The Mental Lexicon

Linguistic theories typically assume two major components of language: a lexicon that captures information about words, their components, and their meanings, and a grammar providing principles of combining the words into phrases and sentences. But how exactly do we get from a physical speech signal or a concatenation of letters to a proper interpretation of meaning in real life? How are words stored in our mental lexicon? How is language processed if we have to toggle two or more languages? And how do we acquire (a new) language to begin with? This seminar focuses on the mental lexicon, its organization, and how the stored information can be accessed and processed in real time as people try to understand sentences and utterances. Relevant aspects include:

• Theories on the organizational structure of the lexicon

• Aspects of lexical access and models of word recognition

• Mental representations and computational processes in the brain

• Word acquisition

• The multilingual lexicon

• Experimental methods for investigating word processing.

A focus will be on spoken language processing, but comparisons of spoken and written input may be enlightening. Similarly, cross-linguistic comparisons may help to better grasp the important representational and processing aspects during word recognition and integration.

Literature:

Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon (4th ed). Oxford: Wiley-Blackwell.

Plus selected videos on LingTUtor.

The Psycholinguistics of Second Language Learning

While we all learn and/or teach foreign languages and try to be good at it, we rarely think about the cognitive mechanisms that subserve foreign and second language learning. In this course, we review recent psycholinguistic approaches to second language learning for child and adult L2 learners. With a focus on grammar learning, we discuss and assess the roles of priming, predictions, implicit and explicit learning, practice and automization, interaction and different learning contexts on second language development.

Each week, we will read and discuss an overview paper on the psycholinguistics or applied linguistics of second language learning and then delve into one current study. By the end of the course, you will have gotten to know the major topics in current L2 psycholinguistics and applied linguistics. You will be able to evaluate the scope of different learning mechanisms in L2 acquisition and make links to teaching implications.

Literature:

Reading: Godfroid, A. & Hopp, H. (2022). The Routledge Handbook of Second Language and Psycholinguistics. Routledge.

Plus selected videos on LingTUtor.

Language Processing and Change

This course will address the role of language processing for language change, both in terms of historical language change and in terms of individual language change (learning). We will begin by exploring historical change as the foundational aspect. To investigate the link between psycholinguistic mechanisms and historical change, our focus will be on empirical research on priming, highlighting that speakers adapt their language comprehension and production to the structure of the recently processed input. We will examine how adaptation to changes in input affects processing patterns, supports language learning, leads to changes in mental representations, and explains processes of historical change. Finally, we will discuss how theoretical approaches and empirical research contribute to our understanding of the interplay between language processing, learning, and change.

Literature

Jäger, G., & Rosenbach, A. (2008). Priming and unidirectional language change. Theoretical Linguistics, 34(2), 85–113. https://doi.org/10.1515/THLI.2008.008

Meisel, J. M., Elsig, M., & Rinke, E. (2013). Language acquisition and change: A morphosyntactic perspective. Edinburgh University Press.

Phillips, C., & Ehrenhofer, L. (2015). The role of language processing in language acquisition. Linguistic Approaches to Bilingualism, 5, 409–453. https://doi.org/10.1075/lab.5.4.01phi

Second Language Acquisition (advanced topics)

Child Second Language Acquisition

In this course, we will focus on the language acquisition among children who start to acquire a second or foreign language between the ages of 4 and 8 years. As the start of foreign language instruction has been moved into childhood in many Western countries, it is ever more important to understand the nature and the developmental dynamics of child L2 acquisition. From a formal linguistic perspective, we will compare processes and outcomes of child SLA to early simultaneous and successive bilingualism as well as to adult SLA. Key topics will be the role age of acquisition, the timing of acquisition, differential development, i.e. profile effects, in lexicon and grammar as well as the impacts of internal and external learner factors. Although the focus will be on L2/3 English, we will also consider the development of the first (heritage) language of bilingual learners who learn additional languages in childhood. Participants are required to have prior knowledge of second language acquisition, e.g. by having taken the A2 course on SLA

Literature:

TBA

Instructed Second Language Acquisition

Research in Instructed Second Language Acquisition (ISLA) is inspired by the idea that knowledge about the language learning process can be useful for teaching practice. Adopting this integrative view in this seminar, we will approach the topic from a linguistic perspective and then discuss implications for language teaching. We will consider the following core questions: (How) is instruction beneficial for second language learning? How can the effectiveness of instruction be optimised? (Loewen, 2014). We will discuss relevant theoretical approaches and empirical findings from second language acquisition research that might have direct applications to classroom teaching. We will also discuss theoretical approaches that are relevant to language teaching, such as types of instruction (e.g. meaning-focused versus form-focused instruction, implicit versus explicit instruction) and discuss empirical findings that relate to the effectiveness of these approaches for language development and learning. We will cover topics such as the difference between instructed and natural second language acquisition, the role of input and the effects of input manipulation, natural versus classroom interaction (and the role of feedback), processing accounts of language learning and their application to the language classroom, as well as different types of instruction and their effect on language development/learning. Participants are required to have solid knowledge of second language acquisition, e.g. by having taken the A2 course on SLA.

Literature:

Loewen, S. (2014). Introduction to instructed second language acquisition. New York: Routledge.

Plus selected videos on LingTUtor.

SLA: Generative Perspectives on Development

This course will provide you with a foundation in second language acquisition research from a linguistic perspective. The aim of the course is to explore how linguistic theory can elucidate the mental architecture of second language (L2) grammars and the processes in L2 grammatical processing and development.

Starting with a systematic comparison of child L1 and adult L2 acquisition, we will review the role of age in language acquisition. Further, we will consider the influence of the first language in L2 acquisition (L1 transfer), developmental stages and the limits of adult L2 acquisition. We then turn to current research on L2 grammatical processing from a linguistic perspective. This course will focus on morphology and syntax in L2 acquisition. We will see how typical mistakes and incomplete acquisition of the L2 in these areas can be explained and what they tell us about differences between non-native and native language acquisition.

In addition to chapters from two textbooks, we will read relevant original research articles and discuss their research methodology.

Literature:

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. London: Routledge.

Slabakova, R. (2016). Second language acquisition. Oxford: Oxford University Press.

White, L. (2003). Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

The Psycholinguistics of Second Language Learning

While we all learn and/or teach foreign languages and try to be good at it, we rarely think about the cognitive mechanisms that subserve foreign and second language learning. In this course, we review recent psycholinguistic approaches to second language learning for child and adult L2 learners. With a focus on grammar learning, we discuss and assess the roles of priming, predictions, implicit and explicit learning, practice and automization, interaction and different learning contexts on second language development.

Each week, we will read and discuss an overview paper on the psycholinguistics or applied linguistics of second language learning and then delve into one current study. By the end of the course, you will have gotten to know the major topics in current L2 psycholinguistics and applied linguistics. You will be able to evaluate the scope of different learning mechanisms in L2 acquisition and make links to teaching implications.

Literature:

Reading: Godfroid, A. & Hopp, H. (2022). The Routledge Handbook of Second Language and Psycholinguistics. Routledge.

Plus selected videos on LingTUtor.

First Language Acquisition and Development

Bilingual First Language Acquisition

In this seminar we will explore how children growing up with two languages from birth acquire the two languages simultaneously and how they learn to use the two languages appropriately when communicating with other people. A recurrent question in research on bilingual first language acquisition is whether the children acquire the two languages separately (i.e. their acquisition patterns are identical to monolingual patterns) or whether there is some kind of interaction/interdependence in the development of the two languages. We will address this question looking at the levels of phonology, morpho-syntax and vocabulary. We will also discuss which factors influence the development of the two languages (e.g. type and amount of input in the two languages) and will discuss possible explanations for different rates of development (unequal development) or different outcomes (e.g. receptive bilingualism). Apart from acquiring the lexical and structural aspects of the two languages children also have to learn how to use the two languages in accordance with socio-pragmatic norms. So we will also address the acquisition of language choice patterns of simultaneous bilingual children. Finally, we will focus on code-switching, a typically bilingual phenomenon that requires linguistic and socio-pragmatic competence on the part of the speaker. We will look at how bilingual children acquire this competence and whether / how this is related to the general development in the two languages.

Literature:

De Houwer, A. (2009). Bilingual first language acquisition. Multilingual Matters.

Plus selected videos on LingTUtor.

Contrasting Theories in FLA

In this course, we will compare the two most important theoretical approaches to first language acquisition (FLA): the generative (Universal Grammar; UG) approach and the emergentist usage-based (UB) approach. After a review of the major theoretical differences, we will systematically compare and contrast the approaches by studying how children acquire the sounds of their mother tongue (phonetics and phonology), how they develop a mental lexicon (vocabulary), how they learn inflection (morphology), how they acquire syntax and how they come to interpret sentences (semantics). For each area, we read original research papers that allow us to test between the UG and the UB approaches.

Literature:

Ambridge, B. & Lieven, E.V.M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

Heritage Language Acquisition

This seminar focuses on the grammatical development of heritage language speakers in light of current theoretical claims and recent experimental research. Heritage language speakers are individuals who speak a language they have learned at home, which is, however, different from the dominant language of the community, e.g. Turkish children growing up in Germany. Through the analysis of specific examples of heritage languages around the globe, we are going to see how language develops in heritage language speakers, and how different or similar heritage language speakers are in comparison to native speakers and second language learners of the dominant language.

Literature:

Montrul, S. (2016). The acquisition of heritage languages. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

Language Disorders

This course provides an introduction to language disorders in children and adults. The main aim of the course is to introduce students to developmental and acquired disorders related to language. Specific topics include the classification of language disorders on the basis of etiology and diagnostic labels, an introduction to language abnormalities in preschool and school-age children, and an introduction to aphasia and cognitive-linguistic disorders in adults.

Literature:

Vinson B. P. (2012). Language disorders across the lifespan (3 ed.). Delmar, NY, USA.

Plus selected videos on LingTUtor.

The Structure of English: Grammar and Variation

The Grammar of Englishes

This course will survey core grammatical properties across different varieties of current Englishes. The purpose of this course is to investigate the variation in English grammars in typological perspective. After a general introduction to variationist linguistics, we will look at variation in the noun phrase, in the verb phrase and at the clause and sentence levels. Taking a functional approach, we systematically describe differences in the grammars of Englishes around the world, and we chart commonalities across varieties. We will compare English to other languages in typological perspective. On top of introducing you to variation among Englishes, this course also serves as a refresher of core grammatical concepts and terms, and it will sharpen your skills in grammatical description and analysis.

Literature:

Siemund, P. (2013). Varieties of English: A typological approach. Cambridge: Cambridge University Press.

Plus selected videos on LingTUtor.

Varieties of English

This course will survey different varieties of current World Englishes. The purpose of this course is to investigate the spread of English as an international language with a focus on linguistic variation. Using many examples, audio and videoclips, we will describe different varieties, sketch their historical developments and define their phonological, lexical, morphological and syntactic characteristics. We discuss the multitudes of World Englishes and interactions of native and non-native Englishes with reference to models and approaches from language contact and sociolinguistics.

Literature:

Schneider, E. W. (2020). English around the world: An introduction (2nd ed.). Cambridge University Press.

Plus selected videos on LingTUtor.

Sociolinguistics

In this seminar we will take a look at English from a sociolinguistic point of view. Sociolinguistics is the study of the relationship between language and society, and sociolinguists study how different social contexts affect language use. In this class, we will focus on social factors at the level of the individual, examining ascribed vs. acquired characteristics (social class, sex, ethnicity), but also at the level of the community in that we examine linguistic practice in different linguistic networks. Specifically, we review classical areas of sociolinguistic study, such as regional and social variation, politeness, gender and sexuality, ethnicity, and multilingualism and language contact. We will also consider our attitudes and beliefs about linguistic variation and how this information is perceived and represented.

Literature:

Holmes, J., & Wilson, N. (2022). An introduction to sociolinguistics. Routledge.

Meyerhoff, M. (2019). Introducing Sociolinguistics. London and New York: Routledge.

Bilingualism, Multilingualism and Plurilingualism

Bilingual First Language Acquisition

In this seminar we will explore how children growing up with two languages from birth acquire the two languages simultaneously and how they learn to use the two languages appropriately when communicating with other people. A recurrent question in research on bilingual first language acquisition is whether the children acquire the two languages separately (i.e. their acquisition patterns are identical to monolingual patterns) or whether there is some kind of interaction/interdependence in the development of the two languages. We will address this question looking at the levels of phonology, morpho-syntax and vocabulary. We will also discuss which factors influence the development of the two languages (e.g. type and amount of input in the two languages) and will discuss possible explanations for different rates of development (unequal development) or different outcomes (e.g. receptive bilingualism). Apart from acquiring the lexical and structural aspects of the two languages children also have to learn how to use the two languages in accordance with socio-pragmatic norms. So we will also address the acquisition of language choice patterns of simultaneous bilingual children. Finally, we will focus on code-switching, a typically bilingual phenomenon that requires linguistic and socio-pragmatic competence on the part of the speaker. We will look at how bilingual children acquire this competence and whether / how this is related to the general development in the two languages.

Literature:

De Houwer, A. (2009). Bilingual first language acquisition. Multilingual Matters.

Plus selected videos on LingTUtor.

Bilingualism: Code-switching

In this seminar, we will focus on code-switching, a typical phenomenon of bilingual speech, which is commonly defined as “the ability on the part of bilinguals to alternate effortlessly between their two languages” (Bullock & Toribio, 2012, p.1). Research into code-switching has focused on the linguistic structure of code-switching, on its linguistic and social functions, on its acquisition, as well as cognitive and psycholinguistic processes involved in producing code-switched utterances. 

We will start by defining code-switching and differentiating it from related terms, such as code-mixing, code-switching, borrowing. Next, we will look at the properties of code-switching from various perspectives, answering the following questions:

  • What are the linguistic properties of code-switching?
  • Are there any grammatical constraints in the way we can combine two languages within one utterance?
  • What are the socio-pragmatic functions of code-switching?
  • What is the role of code-switching in bilingual language acquisition?
  • What are the psycholinguistic processes underlying code-switching?   

Literatur:

Bullock, B.E. & Toribio, A. J. (Eds.) (2012). The Cambridge Handbook of Linguistic Code-switching. Cambridge / New York: CUP.

Gardner-Chloros, P. (2009). Code-switching. Cambridge / New York: CUP.

Bilingualism: Individual, Linguistic and Sociolinguistic Aspects

Bilingualism was traditionally defined as "the native-like control of two languages"; more recent approaches emphasise factors of cultural or social identity and integration, e.g. "a bilingual [...] is taken to be one of themselves by the members of two different linguistic communities, at the same social and cultural level" (Thiery). In order to approach an understanding of 'bilingualism', we will analyse this phenomenon from complementary perspectives. First, we will be trying to come to a definition of what it means to 'be bilingual', looking at personal, as well as socio-cultural aspects of the term. We will also look at the typical linguistic phenomena of bilingual speech (e.g. code-mixing, code-switching, borrowing) and discuss some of the central theoretical models which have been suggested to analyse (and predict) the linguistic properties of these phenomena (e.g. the Matrix Language Frame Model (Myers-Scotton)). We will then investigate the issue from an individual perspective, especially focusing on acquisition processes. For the sociolinguistic topic, we will focus on how social factors and cultural norms influence bilingual speakers' language behaviour in terms of language choice, speech accommodation and code-switching.

Literature:

Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Malden, Mass: Blackwell.

Plus selected videos on LingTUtor.


Module ABA: "Bachelor-Abschlussmodul Anglistik" and P: "Theories, Methods, Models"

P / ABA Research Methods I: Understanding Original Research in Linguistics

This seminar provides students with essential knowledge and skills for successfully completing advanced courses in linguistics (E2/5) and for writing a BA thesis in linguistics.

The course breaks down into three parts. In the first part, “Understanding original linguistic research”, you hone your skills in understanding research papers in linguistics. We discuss how research papers are organized at the macro and the microlevel, how you best approach a text, excerpt relevant information from it, summarize the main ideas and present research in writing. We also delve into how you deal with “numbers” in a text, i.e. how you understand and present descriptive and inferential statistics. In the second part, “Writing term papers in linguistics”, we touch on topics on how to formulate a research question for an essay, how to find appropriate research papers, how to organize an essay (schriftliche Ausarbeitung) and how to critically discuss several research papers and evaluate them in comparative perspective. In the third part, we discuss how you can identify a topic for your BA thesis, how you formulate a research question and organize your BA thesis.

This course will be useful if you attend an E2/5 seminar and intend to do a presentation, write a term paper or take an oral exam. We strongly recommend BA candidates in linguistics to take this course as a precursor for the course “Research Methods II” in the summer term."

ABA Research Methods II: BA Colloquium

This seminar provides students with essential knowledge and skills they need to write a BA thesis in linguistics. This course follows up on the Research Methods class in the winter term, in which we learned how to understand original research in linguistics. This term, the course focusses on how to conduct (quantitative) research in linguistics. It consists of three major parts. First, you learn how to formulate a research question, develop hypotheses, and choose an appropriate research design. Second, we turn to data collection and coding as well as analyzing empirical data by means of descriptive statistics and statistical hypothesis testing. You will apply your newly acquired statistical knowledge in hands-on exercises in the software packages Excel® and JASP®. Third, we consider essentials of writing a BA thesis. We address key issues such as organizing your thesis, reporting results and working with references. All topics will be illustrated with authentic research (data) from BA theses in psycholinguistics, sociolinguistics and applied linguistics.

Literature:

Loerts, H., Lowie, W., & Seton, B. (2020). Essential statistics for applied linguistics: Using R or JASP. Bloomsbury Publishing.

Plus selected videos on LingTUtor.


Module M2: "Advanced English Studies"

Socio-pragmatic Approaches to Second Language Acquisition

Language learning is always situated in social contexts and, in turn, it is affected by social factors. In this class, we will concentrate on various social factors interacting with second language acquisition and deal with central theories and research in this field. Among the topics we will address are: the roles of input (and adjustments of input such as foreigner talk or teacher talk), interaction between learners and with teachers or native speakers, the acquisition/learning context (naturalistic versus instructed, study abroad vs. at home), as well as societal factors (group membership and identity, language socialisation).

We will start by reviewing basic concepts of second language acquisition as well as sociolinguistics. After that, we will proceed to study a selection of social approaches to second language acquisition (Sociocultural Theory, the Identity Approach, the Language Socialisation Approach). We will also look at empirical research on the development of sociolinguistic competence in the second language. Finally, we will address how sociolinguistics can be integrated in the language classroom.

Reading and discussing research papers, as well as practical work will be an integral part of this seminar.

Basic knowledge of second language acquisition (e.g. from module A2) is presupposed.

Literature:

Geeslin, K. L. & Long, A. Y. (2014). Sociolinguistics and second language acquisition. Routledge.

Seeing Language - Eye Tracking in Linguistic Research

Our eyes are one link between language and the world. When we listen to language, we look at what or who is being talked about, and when we read, we use our eyes for taking in linguistic information.

This course will survey major areas of psycholinguistics (e.g. word recognition, syntactic processing, discourse processing, speech production) by examining the interplay between vision and language in eye tracking studies. Eye tracking is a relatively novel psycholinguistic method for recording eye movements and fixations with millisecond accuracy. In this course, we will examine the coordination of language and eye movements in language comprehension and production, in reading and in real-world situations, in monolingual adults as well as children and second-language learners.

Literature:

TBA

Plus selected videos on LingTUtor.

Child Multilingualism

In this course, we will examine how children acquire more than one language from birth or sequentially. We will compare and contrast child and adult multilingualism from a psycholinguistic perspective and consider effects of age, language combinations, cross-linguistic interference, quality and quantity of input in early language acquisition. In addition, we will explore how (early) multilingualism may have positive effects on cognitive processing and creativity.

Literature:

TBA

Plus selected videos on LingTUtor.

Second Language Processing

This course focusses on the real-time production and comprehension of a second language (L2) in children and adults. Using original research papers, we investigate whether and how processing an L2 is different from native processing. We address the question of age effects, the role of the first language and the importance of individual differences between learners. We will survey research on morphology, syntax as well as discourse processing to examine how L2 processing compares to native processing in different areas of language. Throughout the course, you will also learn about methods of studying language processing, such as reaction-time experiments, eye tracking and neurophysiological methods, such as electroencephalography and neuroimaging techniques. Towards the end, the course will examine the didactic implications of research on L2 processing for the foreign-language classroom.

Literature:

TBA

Plus selected videos on LingTUtor.

Theories of Second Language Acquisition

This course will give an overview of current theories of second language acquisition (SLA). We will survey the predominant approaches and discuss empirical studies conducted within these frameworks. In comparative perspective, we distil factors and features in SLA that determine development, individual differences between learners and outcomes in SLA. We will discuss the implications of SLA for the classroom and explore connections and commonalities between approaches. This course will involve student presentations and "fact files" on Stud.IP, so active participation is required from everyone attending. Participants should have prior knowledge of linguistic approaches to second language acquisition, e.g. by having taken courses on SLA in their BA studies.

Reading: VanPatten. B. & Williams, J. (2014). Theories in second language acquisition: An introduction. London: Routledge.

Plus selected videos on LingTUtor.

Language, Literacy and New Media

This seminar explores the impacts of new media on language learning, sociocultural representation and literacy development. Its theoretical starting point is the New London Group’s (1996) theory of ‘multiliteracies’ – a term coined to encapsulate two key trends in literacy development in late modernity: 1) the expanding range of communications channels and media; 2) increasing cultural and linguistic diversity (not least in classrooms). We will consider multiliteracies from contemporary perspectives, in particular the ‘super-diversity’ that characterises immigration societies and the ways in which Web 2.0 media have altered both the scope and frequency of language and literacy practices.

While surveying the affordances and challenges of Web 2.0 tools for learning, special attention will be paid to the sociotechnical aspects of language use online – i.e. how humans and the structures of society interact with and adapt technologies. We will examine various Web 2.0 tools such as blogs, wikis and social media, and how their interactive, multimodal and mobile features may facilitate (or hinder) learning and expression across both formal (e.g. at school) and informal (e.g. everyday browsing) settings. Taking a critical multilingual stance, the construction and consumption of information will be analysed from a linguistic perspective.

Throughout the seminar, participants will be encouraged to critically reflect on their own language and internet practices in learning processes.

Literature:

New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 66, 60–93.


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