124094 VK BEd 09.2: VK Linguistics and Language Education (2023S)
Classroom discourse
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 13.02.2023 00:00 bis Di 21.02.2023 12:00
- Anmeldung von Mi 01.03.2023 12:00 bis Mo 13.03.2023 12:00
- Abmeldung bis Fr 31.03.2023 23:59
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Montag
06.03.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
20.03.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
27.03.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
17.04.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
24.04.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
08.05.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
15.05.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
22.05.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
05.06.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
12.06.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
19.06.
15:00 - 17:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
26.06.
15:00 - 16:30
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Course evaluation is based on:
I. assignments and class participation (max. 30 points)
II. project-based presentation (max. 10 points)
III. project report (max. 20 points) OR bachelor paper (max. 50 points)
I. assignments and class participation (max. 30 points)
II. project-based presentation (max. 10 points)
III. project report (max. 20 points) OR bachelor paper (max. 50 points)
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements [dropping out of course is possible until March 31]:
(a) regular class attendance (max. 2 absences)
(b) submitting all assignments (on time)
(c) active engagement in project work and presentation
(d) handing in the project report / bachelor paper on time
(d) attaining at least 50% on each of the three parts (see I, II and III above)Final grades & points achieved:
(VK) ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35
(VK+BEd-paper) ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59
(a) regular class attendance (max. 2 absences)
(b) submitting all assignments (on time)
(c) active engagement in project work and presentation
(d) handing in the project report / bachelor paper on time
(d) attaining at least 50% on each of the three parts (see I, II and III above)Final grades & points achieved:
(VK) ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35
(VK+BEd-paper) ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59
Prüfungsstoff
Engagement in discussion and group work, fulfillment of tasks & assignments, giving a presentation, writing a course paper (either project report or bachelor paper)
Literatur
Askehave, Inger; Nielsen Anne Ellerup. 2005. “What are the Characteristics of Digital Genres? - Genre Theory from a Multi-modal Perspective”. Proceedings of the 38th Hawaii international conference on system sciences, 1-8.
Chizzali, Marina. 2021. “About high resolution and quiet comfort: A genre analysis of online headphone product descriptions”. MA-thesis, University of Vienna, ch. 3.2 (online genres & multimodality).
Coxhead, Averil. 2013. “Vocabulary and ESP”. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 6.
Flowerdew, John. 2013. Discourse in English language education. London: Routledge, chs. 8&9.
Gollin-Kies, Sandra; Hall, David R.; Moore, Stephen H. 2015. Language for specific purposes. New York: Palgrave, chs. 1&2.
Henry, Alex; Roseberry Robert L. 2001. “A narrow-angled corpus analysis of moves and strategies of the genre: ‘Letter of Application’”. English for Specific Purposes 20, 153-167.
Hüttner, Julia; Smit, Ute; Mehlmauer-Larcher, Barbara. 2009. “ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis”. System 37, 99-109.
Hyon, Sunny. 2018. Introducing genre and English for specific purposes. London & New York: Routledge. chs. 1&6.
Jones, Rodney H.; Hafner, Christoph A. 2012. Understanding digital literacies. A practical introduction. London & New York: Routledge, ch. 4.
Khan, Ajmal; Tin Tan Bee. 2012. “Generic patterns in application letters: the context of Pakistan”. RELC Journal 43(3), 393-410.
Ledin, Per; Machin, David. 2020. Introduction to multimodal analysis. London: Bloomsbury, ch. 1
Paltridge, Brian. 2013. Genre and English for specific purposes. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 18.
Chizzali, Marina. 2021. “About high resolution and quiet comfort: A genre analysis of online headphone product descriptions”. MA-thesis, University of Vienna, ch. 3.2 (online genres & multimodality).
Coxhead, Averil. 2013. “Vocabulary and ESP”. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 6.
Flowerdew, John. 2013. Discourse in English language education. London: Routledge, chs. 8&9.
Gollin-Kies, Sandra; Hall, David R.; Moore, Stephen H. 2015. Language for specific purposes. New York: Palgrave, chs. 1&2.
Henry, Alex; Roseberry Robert L. 2001. “A narrow-angled corpus analysis of moves and strategies of the genre: ‘Letter of Application’”. English for Specific Purposes 20, 153-167.
Hüttner, Julia; Smit, Ute; Mehlmauer-Larcher, Barbara. 2009. “ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis”. System 37, 99-109.
Hyon, Sunny. 2018. Introducing genre and English for specific purposes. London & New York: Routledge. chs. 1&6.
Jones, Rodney H.; Hafner, Christoph A. 2012. Understanding digital literacies. A practical introduction. London & New York: Routledge, ch. 4.
Khan, Ajmal; Tin Tan Bee. 2012. “Generic patterns in application letters: the context of Pakistan”. RELC Journal 43(3), 393-410.
Ledin, Per; Machin, David. 2020. Introduction to multimodal analysis. London: Bloomsbury, ch. 1
Paltridge, Brian. 2013. Genre and English for specific purposes. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 18.
Zuordnung im Vorlesungsverzeichnis
Studium: BEd 046/407
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Letzte Änderung: Fr 14.04.2023 13:28
1) become familiar with theoretical and methodological foundations of genre analysis
2) have analytical skills in working with samples of ESP genres
3) gain first-hand experience in undertaking a genre analysis (in relation to ESP teaching materials)In this course, we will focus on ESP texts of different kinds within an educational linguistic framework. By keeping the overall aims of ESP teaching in mind, we will describe and analyse the features and structures of a selection of text types or genres. For this end, we will also work with language corpora, i.e. computerised collections of texts, and learn to use some relevant concordancing software packages. Additionally, we will discuss the underlying assumptions of various theoretical approaches and their implications for doing ESP-related discourse and genre analysis. During the last third of the course, students will work on their self-selected ESP genre analytical projects.This course combines mini-lectures, assignments, reading-based group work and discussion, and student-directed research work leading to a presentation and a written project report. Students who decide to write their bachelor paper will produce a research paper based on their ESP genre project.