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To enable a smooth and safe start into the semester for all members of the University of Vienna, you can get vaccinated without prior appointment on the Campus of the University of Vienna from Saturday, 18 September, until Monday, 20 September. More information: https://www.univie.ac.at/en/about-us/further-information/coronavirus/.

Warning! The directory is not yet complete and will be amended until the beginning of the term.

340032 UE Text and oral communication English (2020W)

4.00 ECTS (2.00 SWS), SPL 34 - Translationswissenschaft
Continuous assessment of course work

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

(UPDATE: 6 Nov 2020):
Due to new measures to contain the corona virus, all units planned as hybrid will take place online only.

Format: Hybrid teaching/learning: probably via Blackboard Collaborate (with BigBlueButton, Jitsi, or Zoom as possible alternative platforms).

Friday 16.10. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 23.10. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 30.10. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 06.11. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 13.11. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 20.11. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 04.12. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 11.12. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 18.12. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 08.01. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 15.01. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 22.01. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG
Friday 29.01. 14:00 - 15:30 Seminarraum 9 ZfT Philippovichgasse 11, 2.OG

Information

Aims, contents and method of the course

With a COVID SAFE plan in place, we will have one-hour workshops in our brick-and-mortar classroom during fall foliage season and winter. In case of emergency the course will be moved online (virtual live-streamed classes; video/remote learning).
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"There's a blaze of light in every word | It doesn't matter which you heard | The holy or the broken." (L. Cohen)

This course focusses on the performed text. We will listen to the spoken word, identify (and mimic) patterns—and break with patterns. We will mostly work with voice and body (here and now), sometimes with pen and paper. The difference between PRINTED and PERFORMED text? Mosaic and kaleidoscope! A performed text (spoken, embodied, enacted; f2f)—even when recorded—always appears to be volatile (moving, vanishing?) when we reach out to touch and hold on to it.

We will research, plan, design, rehearse and deliver presentations on a bunch of topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience.

We will use (amongst other sources) the BBC iPlayer Radio app to listen live in class (or on the go) to vibrant and varied symphonies of (new) sounds and voices. Then we will retell, reenact in class what we have heard. We will also play BROKEN TELEPHONE: Some of you will have to leave the room while the others are listening; then you will be told about it by one of your classmates (immediately afterwards, but still outside); finally, you will have to perform in class what you have heard in the secondhand account …

As we often work in highly asymmetric communicative settings, we will not only determine the purpose of a given assignment but also reflect upon the concept of PURPOSE in general: Whose purpose, really? To whose benefit?

You will also learn to deal with circumstances when comprehension is not possible (e.g. dialect; articulation/enunciation, volume ... background noise). What if somebody is incoherent, or when someone often digresses, adding aside after aside, and 'footnote' after 'footnote' (and perhaps even a footnote to the aside) …? How to deal with stats and figures, (unheard of) names, a series of proper nouns, a list of items?

In this course, you will experience a collaborative and supportive environment. We will embrace our accents (i.e., part of what we are)–nothing to get rid of–and broaden our repertoire.–––Do we dare bring all our own Englishes into the classroom?

Learning objectives:
(i) to improve listening comprehension and broaden performance repertoire;
(ii) to hone performance skills with a focus on the communication situation and text organization.

Live performances and peer-reviewed out-of-class recordings.
Individual, pair and group work.

So, let’s hit the ground running …

Assessment and permitted materials

Mid-term test (30%), end-of-term test (30%), assignments (20%), participation in class (20%).
Students are allowed to use a hard-copy (monolingual) dictionary in exams.

Minimum requirements and assessment criteria

An advanced level of both oral and written English is required.
Students must complete all assignments.
Attendance is mandatory—two absences allowed.Grading scale: 90-100%: 1 // 80-89%: 2 // 70-79%: 3 // 60-69%: 4 // < 60%: 5 (fail).
Students have to attain a passing score (60% or more) on at least one of the exams to be able to pass the course.

Examination topics

Evaluation will be based on the genres and exercise formats used in class (audio and video materials).

Reading list

Abeywickrama, Priyanvada. 2013. "Why Not Non-native Varieties of English as Listening Comprehension Test Input?" RELC Journal 44(1): 59-74.
Allen, Joseph A. & Lehmann-Willenbrock, Nale & Rogelberg Stephen G. 2015. The Cambridge Handbook of Meeting Science. Cambridge: CUP.
British Library. [regularly updated]. British Accents and Dialects. https://www.bl.uk/british-accents-and-dialects
Cabaniss, Deborah, L., & Cherry, Sabrina & Douglas, Caroly & Schwartz, Anna & Hardman, Emilia. 2012: Psychodynamic Psychotherapy - A Clinical Manual. Hoboken [NJ]: Wiley ------ Chapters 13, 14, 16 and 17: Empathic Listening/Looking for Meaning/Learning to Listen/Learning to Reflect.
dialect blog. [regularly updated]. Accents. http://dialectblog.com/
Ferrari, Bernard. 2012. Power Listening: Mastering the Most Critical Business Skill of All. New York: Portfolio.
Goh, Christine C. M. 2018. Academic Listening. Hoboken [NJ]: Wiley.
IDEA—International Dialects of English Archive. [regularly updated]. Dialects & Accents. https://www.dialectsarchive.com/
Katz, Neil & McNulty, Kevin. 1994. Reflective Listening. https://www.maxwell.syr.edu/uploadedfiles/parcc/cmc/reflective%20listening%20nk.pdf [14/01/2020].
Lebrun, Jean-Luc. 2010. When the Scientist Presents. An Audio & Video Guide to Science Talks. Singapore: World Scientific.
McNeill, David. 1992. Hand and Mind. What Gestures Reveal About Thought. Chicago (IL): CUP.
Mesthrie, Rajend & Rakesh M. Bhatt. 2008. World Englishes: The Study of new linguistic varieties. Cambridge: Cambridge University Press.
Miller, George A. 1956. The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information. Psychological Review 63(2): 81–97.
Pease, Allen & Pease, Barbara. 2004. The Definitive Book of Body Language: How to Read Others' Attitudes by Their Gestures. London: Orion.
Rogers, Carl R. & Farson, Richard E. 2015/1957. Active Listening. New York: Martino.
Schneider, Edgar W. & Bernd Kortmann (eds.). 2008. Varieties of English. 4 Volumes. Berlin & Boston: De Gruyter.
Thomas, Jaquie Mary. 2008. Presentations in English. Freiburg: Haufe.
Warren, Richard M. 1970. "Perceptual Restoration of Missing Speech Sounds". Science 167 (3917): 392–3.

Association in the course directory

Last modified: Th 17.12.2020 05:09