Willkommen im Lehr-Lernprojekt Lehr-Lernprojekt „Grammatik und Schule im digitalen Zeitalter: durch teilnehmende …
Willkommen im Lehr-Lernprojekt Lehr-Lernprojekt „Grammatik und Schule im digitalen Zeitalter: durch teilnehmende Beobachtung und forschungsorientiertes Lernen den eigenen Sprachgebrauch digitaler Kommunikation sowie Vermittlungsmöglichkeiten grammatischer Strukturen untersuchen“!
Kurzbeschreibung des Projekts
„WhatsApp & Co machen Schüler*innen dumm.“ Ziel des Seminars ist es, diese Aussage durch teilnehmende Beobachtung und forschungsorientiertes Lernen zu hinterfragen. Die Untersuchung des eigenen Sprachgebrauchs liefert empirische Befunde für die Vermittlung grammatischer Strukturen im digitalen Zeitalter.
Inwiefern unterscheidet sich digitale Kommunikation von anderen Sprachregistern und wie kann grammatische Kompetenz im digitalen Zeitalter vermittelt werden? Am Ende des Semesters sollen die Teilnehmenden in der Lage sein, grammatische Strukturen anhand digitaler Daten zu beschreiben. Außerdem wissen sie, wie digitale Daten aufbereitet und ggf. annotiert werden müssen, um für sprachwissenschaftliche Zwecke weiterverwendet werden zu können. Schließlich können sie sprachwissenschaftlich gegen den Sprachverfallmythos argumentieren und haben anhand ihrer eigenen Erfahrung mit digitalen Daten gelernt, dass die Benutzung sozialer Medien die deutsche Sprache nicht gefährdet.
Projektablauf und Teilnehmende
Das Projekt wurde 2020-2021 an der Universität Leipzig von Dr.in Naomi Truan (Antragstellerin und Projektleiterin) in Zusammenarbeit mit Dennis Dressel und Sophia Böhme durchgeführt. Rückmeldungen sind herzlich willkommen! Schreiben Sie mir gerne eine E-Mail an: naomi.truan@uni-leipzig.de.
Below I have included a link to a Problem Based Learning Lesson …
Below I have included a link to a Problem Based Learning Lesson for learning and understanding the authenticity and importance of varying dialect in society. Both of the acitivities that are included in the lesson will challenge students to build on their prior understanding of other dialets but will also allow them to express creativity in the process. Language Dialect Lesson
The course introduces formal theories of context-dependency, presupposition, implicature, context-change, focus and …
The course introduces formal theories of context-dependency, presupposition, implicature, context-change, focus and topic. Special emphasis is on the division of labor between semantics and pragmatics. It also covers applications to the analysis of quantification, definiteness, presupposition projection, conditionals and modality, anaphora, questions and answers.
This course is the third and final part of our graduate introduction …
This course is the third and final part of our graduate introduction to semantics. The other two classes are 24.970 Introduction to Semantics and 24.973 Advanced Semantics. The semester will be divided into somewhat independent units. One unit will be devoted to conversational implicatures (mainly scalar implicatures) and another to presupposition. In each unit, we will discuss basic concepts and technical tools and then devote some time to recent work which illustrates their application.
This is a complete class on psycholinguistics. All the activities and content …
This is a complete class on psycholinguistics. All the activities and content and instructions for conducting the class are available on my website, as well as in the attached .zip file. (If you download and unzip the file, and then just click on "index.html" in the top-level folder to open it in your browser, you should be able to view all the stuff just as if you were viewing it online.)
This website is an attempt to create a concordance and lexicon of …
This website is an attempt to create a concordance and lexicon of the Arabic language. The website explains how the corpus is being compiled, and also discusses issues such as word frequency counts, details about the concordance, and morphology analysis.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
This two-part assignment introduces students to spectrogram reading by asking them (1) …
This two-part assignment introduces students to spectrogram reading by asking them (1) to explore a set of spectrograms representing the days of the week, and then (2) record their own spectrogram and add a picture of it to a common "Mystery Spectrograms" folder for use in a subsequent assignment (and also in classroom activities). NOTE: by the time this assignment is introduced, the students have already learned how to record themselves and save sound files using the Praat software for acoustic analysis. If they are not familiar with the procedure, this tutorial will help: Making a recording in PRAAT
This assignment is asking students to collaboratively create a database with videos …
This assignment is asking students to collaboratively create a database with videos illustrating differences in the speech production of young children compared to that of adults.
This edited volume highlights how institutions, programs, and less commonly taught language …
This edited volume highlights how institutions, programs, and less commonly taught language (LCTL) instructors can collaborate and think across institutional boundaries, bringing together voices representing different approaches to LCTL sharing to highlight affordances and challenges across institutions in this collection of essays. Sharing Less Commonly Taught Languages in Higher Education showcases how innovation and reform can make LCTL programs and courses more attractive to students whose interests and needs might be overlooked in traditional language programs. The volume focuses on how institutions, programs, and LCTL instructors can work together, collaborating and thinking across institutional boundaries to explore innovative solutions for offering a wider range of languages and levels.
With challenges including instructor isolation, difficulty in offering advanced courses or sustaining course sequences, and minimal availability of pedagogical materials compared to commonly taught languages to overcome, this collection is a vital resource for language educators and language program administrators.
Short Description: Order a print copy: https://www.lulu.com/en/us/shop/elisa-maroney-and-yaw-offei/signed-languages-interpreting-and-the-deaf-community-in-ghana-and-west-africa/paperback/product-egm2k8.html?page=1&pageSize=4 Word Count: 35006 (Note: This …
Short Description: Order a print copy: https://www.lulu.com/en/us/shop/elisa-maroney-and-yaw-offei/signed-languages-interpreting-and-the-deaf-community-in-ghana-and-west-africa/paperback/product-egm2k8.html?page=1&pageSize=4
Word Count: 35006
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
A Google Drive of resources created by Donna Gillespie & Bonnie Loder …
A Google Drive of resources created by Donna Gillespie & Bonnie Loder for SPANI 2251-Conversation and Composition I and SPANI 2252-Conversation and Composition II at the College of DuPage. It presents a scaffolded approach to writing that includes helpful resources such as peer review exercises, grading rubrics, and instructor resources. A Blackboard shell for each course will be shared with all Language faculty on the shared team site. These .zip files are also importable into Canvas and other open Learning Management Systems.
These resources are developed by ELPA and align with the ELP standards. …
These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.
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