1 inhaltsverzeichnis studieninformation

1 inhaltsverzeichnis studieninformation
1 VERSION OF 25.3.2008 To find changes to the printed version (January 2008) search for the term "/ NEW" INHALTSVERZEICHNIS STUDIEN­INFORMATION ................................................................................. 2 Adressen........................................................................................................... 2 Staff.................................................................................................................. 3 Mitteilungen der Studienprogrammleitung......... ................................................7 Sprachtest...........................................................................................................11 Studienvertretung ........................................................................................... 12 Personalmitteilungen ...................................................................................... 13 Studienberatung.............................................................................................. 15 Studienmöglichkeiten im Ausland .................................................................. 15 Anmeldungen ................................................................................................. 17 Fachbibliothek für Anglistik und Amerikanistik............................................. 24 KOMMENTIERTES VORLESUNGSVERZEICHNIS .................................... 25 1. STUDIENABSCHNITT................................................................................. 25 Sprachkompetenz ........................................................................................... 25 Sprachwissenschaft ........................................................................................ 31 Literaturwissenschaft...................................................................................... 35 Anglophone Cultural and Regional Studies . .................................................. 42 Interdisziplinäre Lehrveranstaltungen............................................................. 44 Fachdidaktik................................................................................................... 47 2. STUDIENABSCHNITT ................................................................................. 51 Sprachkompetenz ........................................................................................... 51 Sprachwissenschaft ........................................................................................ 56 Literaturwissenschaft...................................................................................... 64 Advanced Cultural Studies ............................................................................. 72 Interdisziplinäres Modul................................................................................. 74 Methodik und Fachdidaktik ............................................................................ 75 DiplomandInnenseminar ................................................................................ 82 Vorprüfungsfach............................................................................................. 84 Freies Angebot ............................................................................................... 85 Impressum Herausgeber und für den Inhalt (mit Ausnahme der von den Lehrenden erstellten course descriptions) verantwortlich: Studienprogrammleitung Anglistik und Amerikanistik der Universität Wien; 1090 Wien, Universitätscampus AAKH, Hof 8, Spitalgasse 2­4, Eingang: Garnisongasse 13.
2 STUDIEN­INFORMATION INSTITUTSLEITUNG Univ. Prof. Dr. Barbara SEIDLHOFER (Vorstand) Univ. Prof. Dr. Margarete RUBIK (Stellvertreter) STUDIENPROGRAMMLEITUNG Anglistik und Amerikanistik Ao. Univ. Prof. Dr. Monika SEIDL (Studienprogrammleiterin) OR Mag. Barbara OLSSON (Vize­Studienprogrammleiterin) ADRESSEN Universitätscampus AAKH ­ Hof 8, A­1090 Wien, Spitalgasse 2­4, Eingang Garnisongasse 13, http://www.univie.ac.at/Anglistik, e­mail: anglistik@univie.ac.at; Tel. 4277­42401, Fax 4277­9424; Erdgeschoß: 1. Stock rechts: 1. Stock geradeaus: 1. Stock links: 2. Stock: Seminarräume 1, 2, 3, 4 Unterrichtsraum Bibliothek Anschlagtafeln mit wichtigen Hinweisen Garderobe (Schließfächer) Seminarraum 5 Studierraum Aufenthaltsraum StudienrichtungsvertreterInnen Computerarbeitsraum Anschlagtafeln Amerikanistik, Zentrum für Kanadastudien Zentralsekretariat Zeugniskasten Anschlagtafeln (wichtige Hinweise, Prüfungs­ anmeldung, Gastvorträge etc.) Studienberatung Sprechzimmer LektorInnen Sprechzimmer BundeslehrerInnen ProfessorInnen, AssistentInnen, Sekretariate Besprechungszimmer Große Lehrveranstaltungen, für die wir nicht die entsprechenden Räume haben, finden im Hörsaalkomplex am Campus (HS C1 & C2, Hof 2) statt.
3 STAFF Wenn der Vorname angegeben ist, ist die jeweilige Person via E­Mail erreichbar unter vorname.nachname@univie.ac.at (ä=ae usw., Doppelvornamen ohne Bindestrich sind durch einen Punkt getrennt). Telefonisch erreichbar sind wir unter 4277 und der jeweils angegebenen Durchwahl. Ort Sprechstunde Durchwahl ProfessorInnen/Habilitierte LINGUISTIK Ao.Prof. Christiane DALTON­PUFFER Prof. Dieter KASTOVSKY Ao. Prof. Arthur METTINGER Ao. Prof. Nikolaus RITT Prof. Barbara SEIDLHOFER 2. Stock 2. Stock Hon. Prof. H.G. WIDDOWSON 2. Stock 2. Stock 2. Stock Mi 13.30­15 42443 Di 12­13 42421 karenziert Di 12­13 42424 Di 16­17 und n.V. via 42442 <gertraud.rotte@univie.ac.at> nach Vereinbarung 42441 Gäste Linguistik und Fachdidaktik: Prof. Gabriella MAZZON 2. Stock Prof. Penny UR 2. Stock Ao. Prof. Ulrike JESSNER 2. Stock Prof. Barbara KRYK­KASTOVSKY 2. Stock nach Vereinbarung nach Vereinbarung nach Vereinbarung Mo 12­13 42421 nach Vereinbarung 42431 Im Ruhestand: Prof. Herbert SCHENDL 2. Stock LITERATURWISSENSCHAFT UND KULTURWISSENSCHAFT Dr. Astrid FELLNER (Priv.Doz.Uni Wien) 2. Stock Prof. Werner HUBER 2. Stock Di 15­16 Do 11­12 42469 42481 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 1. Stock Di 13­14 Mi 14­15 Di 12­13 Mi 11­12, SPL Mi 12­13 Di 16­17 Di 14­15 u.n.V. Di 11­12 42466 42465 42471 42491 42463 42464 42411 2. Stock 2. Stock 1. Stock Do 15­15.30 nach Vereinbarung nach Vereinbarung Mag. Wittmann
(wern.huber@univie.ac.at)! Prof. Ewald MENGEL Ao. Prof. Eva MÜLLER­ZETTELMANN Prof. Margarete RUBIK Ao. Prof. Monika SEIDL Ao. Prof. Rudolf WEISS Ao. Prof. Franz­Karl WÖHRER Prof. Waldemar ZACHARASIEWICZ Im Ruhestand/emeritiert Ao. Prof. Manfred DRAUDT Em. Prof. Herbert FOLTINEK Prof. Otto RAUCHBAUER 4 AssistenzprofessorInnen, AssistentInnen und wissenschaftl. BeamtInnen LINGUISTIK Dr. Julia Isabel HÜTTNER Mag. Theresa­Susanna ILLÉS Dr. Gunther KALTENBÖCK Mag. Kathrin KORDON Mag. Julia LICHTKOPPLER Dr. Ute SMIT Mag. Lotte SOMMERER Mag. Corinna WEISS 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock Do 16­17 Do 11­12 Di 12­13 karenziert Di 9­10 Mo 12­13 Mi 13­14 Do 10.30­11.30 42445 42451 42482 1. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 2. Stock 1. Stock 2. Stock Di 14­15 und n. V. Di 14­15 Di 10­11 nach Vereinbarung Mi 11­12, Fr 14­15 Mi 15­16 Do 14­15 Mo und Mi 13­14 Di 14­16 und n. V. 42413 42467 42474 EDV­Beauftragter Dr. Stephen FERGUSON 1. Stock nach Vereinbarung 42405+42409 Assistentin der Institutsleitung Edith LEDERER­VADON, BA 2. Stock Do 15­16 42470 Studienberatung: Monica DIRNBERGER 1. Stock Mo Mi Do 10­11 45111 / NEW BundeslehrerInnen zwei Bundeslehrerzimmer, 1. Stock 42448 / NEW 42432 42433 42423 LITERATURWISSENSCHAFT Ass.Prof. Dr. Michael DRAXLBAUER Dr. Dieter FUCHS Dr. Elke METTINGER­SCHARTMANN Mag. Julia NOVAK, M.A. Mag. Barbara OLSSON Dr. Susanne REICHL Elisabeth SIEGEL, M.A. Dr. Bettina THURNER Mag. Monika WITTMANN 42472 42462 42486 42416 42452 Am Ende des Hauptsekretariatsgangs links (BL1) und am Beginn des Amerikanistikgangs links (BL2) Dr. Leigh H. BAILEY Bryan JENNER, Ph.D. Dr. Isobel LIPOLD­STEVENS Mag. Barbara MEHLMAUER­LARCHER Dr. Angelika RIEDER­BÜNEMANN Gillian SCHWARZ­PEAKER, M.A. Mag. Susanne SWEENEY­NOVAK Johann UNGER, M.A., MLit, M.A. BL1; Mo 12­13 und nach Vereinbarung 2. Stock, Mi 13­14.30 BL1; nach Vereinbarung 2.Stock, Mi 11­12 BL2; Mi 11­12 und nach Vereinbarung BL1; nach Vereinbarung BL1; nach Vereinbarung BL2, Di 10­11, Do 15­16 nach Vereinbarung
42407 42435 42407 42490 42419 / NEW 42407 42407 42419 5 LektorInnen Alle LektorInnen sind zu ihren Vorlesungszeiten sowie nach Vereinbarung zu erreichen. Doz. Harriet ANDERSON Mag. Amy KROIS­LINDNER Mag. Armin BERGER Dr. Birgit LANGENBERGER Kimberly CHAN, M.A. Mag. Thomas MARTINEK Mag. Gabriele DIRNBERGER Mag. Susanne MOSER­RAMSAUER Dr. Melanie FERATOVA­LOIDOLT Lisa NAZARENKO, M.A. Mag. Kurt FORSTNER Dr. Hans PLATZER Mag. Meta GARTNER Dr. Liselotte POPE­HOFFMANN John HEATH, Ph.D. Mag. Karin RICHTER Mag. Klaus HEISSENBERGER Dr. Viktor SCHMETTERER Mag. Christian HOLZMANN Dr. Ludwig SCHNAUDER Mag. Katharina JUROVSKY Mag. Barbara STEFAN Mag. Sigrid KATZBÖCK Elizabeth TANGUAY, M.A. Mag. Ronald KEMSIES Mag. Egon TURECEK Dr. Michael KIMMEL Dr. Andreas WEISSENBÄCK Dr. Peter KISLINGER Mag. Daniela WEITENSFELDER Sophie KIDD, B.A. Sekretariate Ort Sprechstunden Monika FAHRNBERGER 1. Stock Mi Fr 10­11, Do 15­16 !(american.studies.anglistik@univie.ac.at)! Christine KLEIN 2. Stock tägl. 10­11 Di Do 15­16 Gertraud ROTTE 2. Stock Di 14­15, Mi Do 11­12 Bernhard SCHUBERT 2. Stock Mo Mi Do 11­12, Di 14­15 Ulrike ZILLINGER 2. Stock Mo, Do 10­11, Mi 15­16 Zentralsekretariat Mag. Caterina NOVÁK Ute LINKE Theresia RAITHOFER Durchwahl 42410 42420 42440 42440 42450 1. Stock 42401 Mo Di Do 10­11 und 13.30­14.30, Mi Fr 10­11 langer Donnerstag statt 13.30­14.30 von 16­18: 13. März, 10. April, 8. Mai, 12. Juni 45113 / NEW 45112 / NEW 42401 TutorInnen: Sprachlabor: American English: Lisa Ulrike HOUSKA, Stefanie­Flora GÖTZL, Anja ZAGORAC British English: Birgit BERANEK, Ines BERANEK, Verena GAPPMAIER, Dieter HUBER, Vera MACH, Gunda WEISS Linguistisches Proseminar: Iris FORSTER Literaturwissenschaftliches Proseminar: Julia BÖCK / NEW Literature Survey I Prof. Mengel: Timo Frühwirth Literature Survey I Ao. Prof. Wöhrer: Hannelore FASCHING Literature Survey II Prof. Müller­Zettelmann: Michaela SCHEINHART Introduction to the Study of Literature (Dr. Reichl): Christina KRUG Introduction to the History of English: Christopher MOIK Introduction to the Study of Language II: Dieter HUBER
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7 AKTUELLES ð
Achtung: Allfällig notwendige Korrekturen und Änderungen werden in der Online­Version laufend bekannt gegeben. Die gedruckte Version des KOVO erscheint im Februar. EINTEILUNG DES SOMMERSEMESTERS: Semesterbeginn: Zulassungsfrist: Nachfrist: Rektorstag/dies academicus: 1. März 2008 14. Jänner bis 14. März 2008 15. März bis 30. April 2008 12. März 2008 (vorlesungsfrei) Osterferien: Pfingstferien: Semesterende: Sommerferien: Ende des Studienjahres: 17. bis 30. März 2008 10. bis 13. Mai 2008 30. Juni 2008 1. Juli bis 30. September 2008 30. September 2008 MITTEILUNGEN DER STUDIENPROGRAMMLEITUNG Die Studienprogrammleitung ist für die Planung des Lehrangebots, die Organisation des Studienbetriebs und qualitätssichernde Maßnahmen zuständig. Die Studienkonferenz, die je zur Hälfte aus Lehrenden und Studierenden zusammengesetzt ist, hat in diesen Bereichen beratende Funktion. Studienrechtliche und studienorganisatorische Aufgaben fallen in die Zuständigkeit der vom Rektor ernannten Studienprogrammleitung (SPL), die seit 1. Oktober 2006 in den Händen von Ao. Prof. Dr. Seidl und der Vize­Studienprogrammleiterin Mag. Barbara Olsson liegt. Insbesondere können Sie sich in folgenden Fragen an die Studienprogrammleitung wenden (egal, ob Sie ein Diplom­ oder Lehramtsstudium betreiben):
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Doktoratsstudium: Ao. Prof. Dr. Seidl
Nostrifikationen: Ao. Prof. Dr. Seidl
Fragen betr. Studienplanwechsel (Mag. Olsson)
Anrechnung von Vor­ und Auslandsstudien mittels Bescheid (Mag. Olsson)
Freie Wahlfächer (Mag. Olsson) 8 WARNUNG: VERWENDUNG UNERLAUBTER HILFSMITTEL / PLAGIATE Bei schriftlichen Arbeiten sind sämtliche Quellen (natürlich auch solche aus dem Internet!) genau anzugeben und Zitate gewissenhaft zu markieren. Was passiert, wenn Ihnen ein Plagiat nachgewiesen wird? ­ Die Lehrveranstaltung kann nicht abgeschlossen werden, wenn es sich bei der Arbeit um eine essentielle Grundlage der Leistungsbeurteilung handelt. ­Der Grund für die Nicht­Beurteilung wird in der Prüfungsverwaltung (und damit im Sammelzeugnis) vermerkt. ­Die Rechtsfolgen hinsichtlich Wiederholbarkeit der Prüfung sind die selben wie bei einem negativen Abschluss. DIPLOMARBEIT Diplomarbeiten müssen mit einer ein­ bis zweiseitigen Zusammenfassung in deutscher Sprache (Anhang) eingereicht werden. Doppelseitiger Druck ist bei großem Seitenumfang erlaubt. NEU AB JÄNNER 2008: Um sicher zu sein, dass Sie alle erforderlichen Einzelprüfungen abgelegt haben, brauchen Sie einen Prüfungspass für das StudienServiceCenter (Prüfungsreferat). Studierende nach AHStG – („altem“) Studienplan kommen dazu bitte in die Sprechstunde von Monica Dirnberger. Studierende nach UniStG – („neuem“) Studienplan füllen bitte vorher das Formular „Freie Wahlfächer“ (im Kuvert an der Tafel „Studienberatung“ neben Zimmer M. Dirnberger) aus und kommen dann damit in die Sprechstunde. Den Prüfungspass legen Sie dann bitte den Unterlagen zum Einreichen für die Diplomarbeit bei. Herzlichen Dank für Ihre Kooperation! DIPLOMPRÜFUNGEN In der vorlesungsfreien Zeit werden nur sehr eingeschränkt mündliche Diplomprüfungen abgehalten. Im Sommer wird bis Mitte Juli und ab der letzten Septemberwoche geprüft. Im Februar werden Termine nur ausnahmsweise angeboten. Sämtliche Informationen zur Diplomprüfung finden Sie auf der Homepage des Instituts unter dem link exams / Prüfungen.
9 DIPLOMZEUGNISSE Die Unterlagen für das Diplomzeugnis über den 1. Studienabschnitt sowie für das Diplomzeugnis über den 2. Abschnitt Lehramt Zweitfach bzw. Diplom alter Studienplan Zweitfach werden im Zentralsekretariat des Instituts eingereicht. Bitte bringen Sie folgende Unterlagen mit:
· sämtliche Studienbuchblätter
· Lehrveranstaltungszeugnisse bzw. Sammelzeugnis
· eventuelle Bescheide (z.B. Fächerkombination, Anrechnungen)
· Genehmigung der freien Wahlfächer
· ausgefülltes Formular (bitte aus dem Kuvert an der Anschlagtafel „Studienberatung“ entnehmen) Diplomzeugnis zweiter Abschnitt für Diplom und Lehramt Erstfach: Einreichen am Prüfungsreferat, vorher bitte Prüfungspass bei Monica Dirnberger holen, siehe oben unter ‚Diplomarbeit’. Weitere Infos auf der Homepage unter dem link exams / Prüfungen. FEHLSTUNDENREGELUNG In prüfungsimmanenten Lehrveranstaltungen mit 3 und solchen mit 2 Semester­Wochenstunden ist es erlaubt, 3 Einheiten zu fehlen, in LVA mit 1 Semester­Wochenstunde 2 Einheiten. In besonders begründeten Ausnahmefällen liegt es im Ermessen der Lehrveranstaltungsleiter, 1 weitere Fehleinheit zu gewähren. Sollten Sie zur ersten Unterrichtsstunde nicht erscheinen können, teilen Sie dies bitte unbedingt im Vorhinein der Kontaktperson (siehe Kapitel Anmeldungen) mit. Erst Ihre Anwesenheit in der 1. und 2. Unterrichtseinheit (111, 112) bzw. in der 1. Unterrichtseinheit (1st u. 2st Übungen) macht Ihre (elektronische oder persönliche) Anmeldung verbindlich: Unangekündigtes Fernbleiben führt zum Verlust Ihres Platzes! AUSLAUFEN DER ALTEN (AHSTG)­STUDIENPLÄNE FÜR LEHRAMT UND DIPLOMSTUDIUM Das Studium kann bis 30.November 2008 nach dem alten Studienplan abgeschlossen werden.. Dies ist der letztmögliche Tag für die mündliche Diplomprüfung. Beachten Sie bitte die fristgerechte Anmeldung zu dieser Prüfung und reichen Sie die Diplomarbeit rechtzeitig zur Begutachtung ein! Lehramt: Wenn Sie Ihr Lehramtsstudium mit 30.November 2008 nicht vollständig abgeschlossen haben, werden Sie automatisch dem UniStG Studienplan für das Lehramt unterstellt. Für jedes der beiden Unterrichtsfächer gilt: Der abgeschlossene erste Studienabschnitt muss nicht ergänzt werden. Werden im zweiten Studienabschnitt bis 30. November alle nach dem AHStG­ Studienplan vorgesehenen Lehrveranstaltungsprüfungen absolviert, so ist auch für diesen Abschnitt keine Ergänzung notwendig. Diplomstudium: Auch für Sie gilt, dass das Studium nach AHStG­Studienplan bis 30. November abgeschlossen werden kann. Zur Beachtung: mit 1. Oktober 2008 tritt voraussichtlich der (derzeit noch nicht
10 approbierte) Studienplan für das Bachelor­Studium in Kraft. Es ist nach In­Kraft­Treten des BA­ Studienplans nicht mehr möglich, ein Diplomstudium nach dem UniStG­Studium zu beginnen. Daher ist es – vorausgesetzt der BA­Studienplan wird mit Beginn des WS 2008 verbindlich ­ auch nicht möglich, ab diesem Datum auf den UniStG­Diplomstudienplan umzusteigen oder – bei fehlendem Abschluss des AHStG­Studiums zum 30. November 08 – nach dem UniStG­ Diplomstudienplan fertig zu studieren. In einem solchen Fall würden Sie auf den BA­ Studienplan umgestellt und können das Studium zu einem Bachelor­Abschluss bringen. (Selbstverständlich wäre es auch möglich, zwischen 1. Oktober und 30. November freiwillig auf den BA­Studienplan umzusteigen). Falls Sie jedoch einen Diplomabschluss erwerben möchten, aber sich nicht in der Lage sehen, das Studium nach AHStG bis zum 30.November abzuschließen, empfiehlt es sich daher, spätestens mit 30. September auf den UniStG­Diplomstudienplan umzusteigen! Hinsichtlich der Anerkennung von Prüfungen gilt die Äquivalenzverordnung. Bitte wenden Sie sich an die Studienprogrammleitung (Vize­SPL Mag. Olsson). Regelungen für die Anerkennung von Prüfungen nach AHStG­Studienplan auf den BA­ Studienplan sind derzeit noch in Ausarbeitung. FREIE WAHLFÄCHER Diplomstudium Die freien Wahlfächer sind vor Beginn des 3. Studiensemesters auf den vorgesehenen Formularen bekanntzugeben bzw. zu beantragen. Formulare sind im Vorraum des Zentralsekretariats (Pinnwand vor dem Lektorenzimmer) zu entnehmen. Bitte befolgen Sie die Anleitung zum Ausfüllen des Formulars!! Die Liste aller Studienrichtungen, die freie Wahlfach­Module im Umfang von 24, 36 oder 48 SSt anbieten, finden Sie nebst ausführlichen Informationen unter dem Link spl.univie.ac.at/wahlfaecher wo Sie auch Formulare herunterladen können. Beachten Sie die Informationen zum Einreichen der freien Wahlfächer auf der Homepage des Instituts (link Curriculum). Lehramtstudium Freie Wahlfächer im Lehramtsstudium: kein Antrag/ keine Meldung per Formular notwendig. Beachten Sie bitte jedoch unbedingt die Hinweise im ‚Wegweiser’ , Seiten 20 und 27, Ausgabe Herbst 2006. STUDIENPLAN Im Sommersemester 2006 wurden Änderungen der Studienpläne für das Diplom­ und Lehramtsstudium beschlossen. Beachten Sie die Informationen auf unserer Homepage unter dem Link Curriculum.
11 SPRACHTEST Die Aufnahme in die Übung 111 Integrated Language and Study Skills I erfolgt auf Grund des Ergebnisses in einem standardisierten Test. Um in die Übung 111 aufgenommen zu werden, sind Englischkenntnisse auf dem Niveau B2 („Independent User“) gemäß den in den Richtlinien des Europarates festgelegten Standards für Sprachkompetenz erforderlich – das entspricht jenem Kompetenzniveau, das in den österreichischen Oberstufen­Lehrplänen der 7. und 8. Klasse für die erste lebende Fremdsprache festgelegt ist. Für die Aufnahme sind mindestens 40 von 60 Punkten erforderlich. Der Test wird nur zu Beginn eines Semesters abgehalten. Wenn das Angebot an Kursplätzen nicht ausreicht, entscheidet das Los über die Aufnahme von jenen KandidatInnen mit dem niedrigsten positiven Ergebnis. Studierende, die trotz positiven Tests keinen Platz bekommen, werden im nächsten Semester aufgenommen (eine neuerliche Anmeldung ist natürlich nötig!) Wird der Mindestscore nicht erreicht, muss die Prüfung wiederholt werden. Ein negativer Test ist kein Hindernis für den Besuch aller übrigen Lehrveranstaltungen der Studieneingangsphase (Prüfungscodes 101, 102, 201, 301, 401, 402). Auch die Lehrveranstaltungen mit den Prüfungscodes 202, 302, 303, 403, 404, 405 und 501 können absolviert werden. Der Sprachtest findet am Freitag, dem 29. Februar 2008 im Zeitraum 11­13.30 Uhr im Hs C1 (Hof 2) statt. Die KandidatInnen werden in Gruppen aufgeteilt. In welcher Gruppe Sie sind, entnehmen Sie den Listen, die am 28. Februar veröffentlicht werden (Aushang und online). Zum Test ist ein Identitätsnachweis (Studierendenausweis, Pass oder Führerschein) mitzubringen. Ohne Anmeldung (20. – 26. Februar, siehe Kapitel „Anmeldungen“) ist keine Teilnahme am Test möglich. Achtung: Wenn Sie den Sprachtest im WS07/08 mit positivem Resultat absolviert haben, ist es bei einer neuerlichen Anmeldung zu ILSS 1 im SS 08 nicht notwendig, den Sprachtest abzulegen! HOMEPAGE Auf unserer Homepage www.univie.ac.at/anglistik finden Sie u. a. * Notice Board mit aktuellen Mitteilungen (z. B. krankheitsbedingte Unterrichtsabsagen) * das aktuelle Kommentierte Vorlesungsverzeichnis KOVO * den "Wegweiser zum Studium" mit einer alphabetisch geordneten Stichwortliste, Studienplänen und Studienvorschlag für den ersten Studienabschnitt (link: FAQ/Advisors) * Anmeldungen zu Lehrveranstaltungen * Prüfungstermine * Staff mit Telefonnummern * Sprechstunden (semesteraktuell im KOVO) * Sekretariatsöffnungszeiten * und viele weitere wichtige Informationen
12 Besuchen Sie auch die website der Studienprogrammleitung http://spl.univie.ac.at (SPL Anglistik). Sie können hier u.a. Formulare herunterladen und in einer sehr umfangreichen FAQ­ Liste werden (fast alle) Fragen zum Studium beantwortet. Zusätzlich neu: die website des Fachdidaktischen Zentrums am Institut für Anglistik: http://www.univie.ac.at/FDZ­Englisch DIE STV STELLT SICH VOR... Wir, die Studienvertretung, vertreten ­ wie der Name schon sagt ­ die Interessen der StudentInnen an unserem Institut. Seit den ÖH­Wahlen im Mai 2007 ist das momentane Team gewählter VertreterInnen im Amt. Zusammen mit anderen engagierten StudentInnen nutzen wir so viele Gelegenheiten wie irgend möglich um Wünsche der StudentInnen an unserem Institut einzubringen. So stellen wir die Hälfte der Mitglieder in der Studienkonferenz, um die Interessen der StudentInnen so gut wie möglich in den Institutsalltag zu integrieren. Weiters sind wir in unseren Journaldiensten für alle da, die Hilfe und Rat brauchen oder einfach nur nett plaudern wollen. Im Rahmen der Inskriptionsberatung, des Erstsemestrigentutoriums, der Betreuung des Kopierers, des Anglistikstammtisches und der Organisation von Festln tun wir, was wir können! Besonders möchten wir Euch auf das Anglistikforum aufmerksam machen, zu dem ihr einen Link auf unserer Homepage findet. Wir wünschen euch einen guten Start ins neue Semester und viel Spaß auf der Anglistik & Amerikanistik. Zu finden sind wir im Kammerl im 1. Stock rechts. Tel. 4277­19681 email: stv.anglistik@oeh.univie.ac.at ; Homepage: http://www.univie.ac.at/strv­anglistik. Ankündigungen zu Sprechstunden und JourFixe findet vor ihr unserem Kammerl.
13 PERSONALMITTEILUNGEN Bereits am 1. Oktober 2007 hat Dr. Gunther Kaltenböck die Stelle eines senior staff scientist und damit die wissenschaftliche Leitung und Koordination des Faches Sprachkompetenz an unserem Institut übernommen. Das Team der SprachlehrerInnen wird seit 1. Oktober 07 durch senior lecturer Johnny Unger, MA MLitt verstärkt. Mit Kimberly Chan MA und Elizabeth Tanguay MA begrüßen wir im Sommersemester darüber hinaus zwei neue Lektorinnen in der Sprachbeherrschung. Im Bereich Interdisciplinary Studies stellen Dr. Michael Kimmel und Mag. Ronald Kemsies ein interessantes Thema vor. Mag. Julia Novak MA, als Tutorin bereits vielen Studierenden ein Begriff, übernimmt eine Ausbildungsstelle im Bereich Literatur/Kulturwissenschaft. Wir gratulieren Eugen Banauch zum Abschluss seines Doktoratsstudiums und bedauern gleichzeitig sehr, dass sein Arbeitsvertrag abgelaufen ist. Dr. Ursula Kluwick hat das Institut vor Beginn des Wintersemesters verlassen und eine Assistentenstelle an der Univ. Bern angenommen. Gäste: Mit Prof. Penny Ur (Univ. Haifa und Oranim College Of Education) wird die Fachdidaktik erstmals durch eine Gastprofessorin unterstützt. Das Institut freut sich dass eine der profiliertesten Personen im Bereich Sprachlehre die Fachdidaktik unseres Instituts bereichert. Auch in der Linguistik erweitern ausschließlich weibliche Gäste unser Lehrangebot: Frau Prof. Gabriella Mazzon (Univ. Cagliari) begrüßen wir ebenso zum wiederholten Mal wie Prof. Barbara Kryk­Kastovsky, während ao.Prof. Ulrike Jessner (Innsbruck) erstmals eine Lehrveranstaltung bei uns abhält. Wir danken den Gastprofessoren, die im WS in Linguistik und Literaturwissenschaft zur Lehre beitrugen und verabschieden uns mit großem Bedauern von Prof. Knellwolf, Prof. Rice, Prof. Gasiorowski und Prof. McNamara.
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15 STUDIENBERATUNG Informationen zum Studium finden Sie in folgenden Quellen: * Website der Studienprogrammleitung (http://spl.univie.ac.at) * Homepage des Instituts (http://www.univie.ac.at/anglistik) * im ‘Wegweiser’ (als Broschüre im Sekretariat erhältlich) Inskriptionsberatung für Erstsemestrige bei der Studienvertretung: 18. – 22. Februar am Institut 25. – 29. Februar am Institut und im Universitäts­Hauptgebäude Infoveranstaltung für alle Erstsemestrigen: Dienstag, 26. Februar 2008, 10:15 Unterrichtsraum im Parterre des Instituts Auskünfte und persönliche Beratung: Monica DIRNBERGER (1.Stock), Mo Mi Do 10­11 STUDY ABROAD POSSIBILITIES ERASMUS (SOCRATES) & JOINT STUDY­PROGRAMMES Überblicksinformationen dazu finden sich im Wegweiser zum Englischstudium (im Sekretariat erhältlich) bzw. über den Link Study Abroad auf der Homepage des Instituts (http://www.univie.ac.at/Anglistik/ang_new/study­abroad.html). Dort finden Sie auch die Kontaktpersonen für die einzelnen Institutsprogramme und weiterführende Webseiten, z.B. die Webpage für das Austauschprogramm Wittmann, welche viele allgemein gültige Informationen bietet.
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17 Anmeldungen SPRACHKOMPETENZKURSE, LANGUAGE ANALYSIS, INTRO TO CULTURAL & REGIONAL STUDIES: ALLGEMEINE INFORMATIONEN
¨ Elektronische Anmeldung für alle Kurse: Das Formular für die Anmeldung ist gemeinsam mit einer genauen Bedienungsanleitung auf der Homepage des Instituts www.univie.ac.at/Anglistik aufzurufen. Falls Sie keinen Internetzugang haben, können Sie das Formular auch zu den Öffnungszeiten im Zentralsekretariat ausfüllen.
¨ Die zeitliche Reihenfolge der Anmeldung spielt keine Rolle, da die Vergabe der Plätze erst nach Anmeldeschluss erfolgt.
¨ Erst Ihre Anwesenheit in der 1. und 2. Unterrichtseinheit (111, 112) bzw. in der 1. Unterrichtseinheit (1st u. 2st Übungen) macht Ihre (elektronische oder persönliche) Anmeldung verbindlich: Unangekündigtes Fernbleiben führt zum Verlust Ihres Platzes! (Sollten Sie verhindert sein, informieren Sie bitte die angegebene Kontaktperson.)
¨ Studierende, die bereits an anderen Universitäten Anglistik studiert haben und ihr Studium bei uns fortsetzen wollen: Bitte kontaktieren Sie vor der Anmeldung Frau Mag. Olsson. SPRACHKOMPETENZKURSE 111 INTEGRATED LANGUAGE AND STUDY SKILLS 1 Anmeldungsbeginn: Mittwoch, 20.2., 14 Uhr – Anmeldungsende: Dienstag, 26.2., 14 Uhr (Obligater) Sprachtest: Freitag, 29. Februar, 11­13 Uhr, Hs. C1 Veröffentlichung der Teilnehmerlisten 111: 7. März, vormittags Voraussetzungen für den Kursbesuch: A) Anmeldung. 20.2.­26.2., 14.00 Uhr. B) Die Zulassung zum ordentlichen Studium an der Universität Wien. Wird vom Institut überprüft. Falls dies Ihr 1. Semester an der Uni Wien ist und Ihr Studienbeitrag noch nicht verbucht wurde, brauchen wir bis 26.2. mittags eine Zahlungsbestätigung (an Fr. Zillinger). C) Erfolgreiche Teilnahme am Sprachtest. (=B2 score; Näheres unter "Sprachtest", S. 11). Achtung: Nur ein Testtermin pro Semester! Sie können am Sprachtest nur teilnehmen, wenn Sie sich zwischen 20. und 26.2. für 111 ILSS1 angemeldet haben. D) Anwesenheit in den ersten beiden Unterrichtseinheiten. Unangekündigtes Fernbleiben führt zum Verlust Ihres Platzes. Sollten Sie in der 1. oder 2. Einheit verhindert sein, informieren Sie bitte Frau Zillinger unter der DW ­42450 oder per E­Mail unter ulrike.zillinger@univie.ac.at. Studierende, die trotz positiven Tests nicht aufgenommen werden können, erfüllen die Voraussetzung für die Aufnahme im Wintersemester 2008/09. Allerdings muss das Interesse an einem Platz im Wintersemester zwischen 1.­7. Mai 2008 bestätigt werden (E­Mail an ulrike.zillinger@univie.ac.at bzw. Anruf an 4277­42450). Studierende mit negativem Testresultat (Veröffentlichung nicht namentlich, sondern unter Angabe der Matrikelnr.): Sie können alle übrigen Lehrveranstaltungen des ersten Studienabschnitts besuchen, für deren Besuch keine Voraussetzungen definiert sind. Der Sprachtest muss im Fall einer neuerlichen Anmeldung zu 111 wiederholt werden (Termin jeweils am Semesterbeginn). Beachten Sie das Angebot des Sprachenzentrums und der VHS hinsichtlich der Kurse auf B2 Niveau! Beratung: Mag. B. Olsson. Kursabbrecher / neg. Abschluss aus dem WS 07/08: Das Ergebnis Ihres Sprachtests aus dem WS 07/08 ist im SS 08 noch gültig; Sie müssen am 29.2. nicht zum Test erscheinen. (Bei einem neuerlichen ILSS 1­Besuch ab dem WS 08/09 müsste der Sprachtest jedoch zuvor wiederholt werden.) Kontaktperson: Ulrike Zillinger, DW 42450 Sonderfälle (s. S. 23): bis 18.2.
18 SPRACHKOMPETENZ Stufen 112, 113, 114, 121, 122 sowie themenspezifische Kurse 123, 124, 125, 126: Anmeldungsbeginn: Dienstag, 19.2., 14 Uhr –– Anmeldungsende: Montag, 25.2., 14 Uhr. Veröffentlichung der Teilnehmerlisten: 5. März, vormittags Sprachkompetenz 2. Studienabschnitt: Die Anmeldung 19.­25.2. gilt für einen Platz in einem Kurs (121, 122, 123, 124, 125 oder 126). Am 14. März von 10­12 und 13­14 Uhr ist – nach Maßgabe von Plätzen – die Anmeldung zu einem zweiten Kurs (andere Codenummer!) bei Monica Dirnberger (Sekretariatsgang vorletzte Türe rechts) möglich. Voraussetzung für die Anmeldung ist der positive Abschluss der vorangehenden Stufe: Kurs Voraussetzung 111 bzw. K101 112 113 112+101+102 bzw. K102+101+102 alter Studienplan: 112 oder K 102 114 113+101+102 bzw. K103+(101 od. 102) alter Studienplan: 113+(101 od. 102) bzw. K 103 121 Sprachkompetenz des ersten Abschnitts (außer 119 / K110) 122, 123, 124, Sprachkompetenz des ersten Abschnitts (außer 119 / K110), wenn der Kurs vorgezogen wird. 125, 126 Es können 121 und ein weiterer Sprachkompetenzkurs in den ersten NEU seit Studienabschnitt vorgezogen werden! SS 06 für à 121 ist nur für LehramtsstudentInnen obligat. Studienplan Weiterhin gilt: LehramtsstudentInnen nach UniStG Studienplan 2002 (UniStG) müssen 121 vor 122 absolvieren! Kontaktperson: Caterina Novák (112­114), DW 42401 Sonderfälle (s. S. 23): Monica Dirnberger (121­126), DW 42404 U. Zillinger (bis 18.2.) LANGUAGE ANALYSIS (102), INTRODUCTION TO CULTURAL AND REGIONAL STUDIES (402) Anmeldungsbeginn: Mittwoch, 20.2., 14 Uhr – Anmeldungsende: Dienstag, 26.2., 14 Uhr. (s. auch allgemeine Informationen auf der vorigen Seite) Veröffentlichung der Teilnehmerlisten: 5. März, vormittags Voraussetzung: Zulassung zum ordentlichen Studium an der Universität Wien. Falls dies Ihr erstes Semester an der Universität Wien ist und Ihr Studienbeitrag noch nicht auf dem Universitätskonto eingelangt ist, muss der geeignete Nachweis der Zahlung spätestens am 26.2. mittags erfolgen (Kontaktperson: Hr. Schubert für 102, Fr. Linke für 402). Erst Ihre Anwesenheit in der 1. Unterrichtswoche macht Ihre Anmeldung verbindlich: Unangekündigtes Fernbleiben führt zum Verlust Ihres Platzes! (Wenn Sie in der ersten Woche verhindert sind, informieren Sie bitte Ihre Kontaktperson.) Kontaktperson: Bernhard Schubert (102), DW 42475 Ute Linke (402), DW 42402 Sonderfälle (s. S. 23): U. Zillinger (bis 18.2.) Falls Sie die Anmeldefrist versäumt haben: Nachmeldungen, Tauschmöglichkeit : für die Kurse 112 ­114, 102 und 402: 10.­14.März, nur im Zentralsekretariat, für die Kurse 121­126: 14. März (10­12 und 13­14 Uhr) bei Monica Dirnberger.
19 119 (K110) PRACTICAL PHONETICS AND ORAL COMMUNICATION SKILLS Zulassungsvoraussetzung: positive Note auf Integrated Language and Study Skills 2 (112) / Englische Sprachübungen II (K102) Verpflichtende Voranmeldung zur Bedarfserfassung: 01.­25.02.2008 per E­Mail an christine.klein@univie.ac.at mit dem Betreff: "PPOCS­British English" oder "PPOCS­American English" unter Angabe Ihres Namens, Ihrer Matrikel­Nr. und der Note, die Sie auf ILSS2 (Sprachübungen II) bzw. einen höheren, positiv absolvierten Sprachkompetenz­Kurs erhalten haben. Diese Voranmeldung dient der Bedarfserfassung für Kurse und Laborstunden und soll einen reibungslosen Ablauf der Anmeldung (verkürzte Wartezeiten!) gewährleisten. Die Voranmeldung ersetzt NICHT die reguläre Anmeldung! Anmeldung: Dienstag, 4. März 2008, 10­13 Uhr, Seminarraum 2. Die oben angegebene Anmeldezeit ist eine Rahmenzeit, die genaue Zeiteinteilung nach Namenslisten wird am Vortag ausgehängt. Bitte informieren Sie sich unbedingt, wann Sie persönlich drankommen. Beachten Sie, dass auf zu spät kommende Studierende NICHT gewartet werden kann. Sollte es Ihnen unmöglich sein, persönlich zu erscheinen, schicken Sie bitte eine (gut informierte) Vertretung zur Anmeldung. Versuchen Sie in Ihrem eigenen Interesse zeitlich so flexibel wie möglich zu bleiben. Bedenken Sie, dass Sie nur auf eine Warteliste genommen werden können, wenn in keinem Kurs mehr Plätze vorhanden sind. Aushang der Teilnehmerlisten: Dienstag, 4. März 2008 ab 17 Uhr Nachmeldung (sollten Plätze bei der regulären Anmeldung frei bleiben): Dienstag, 11. März 2008, 10­12 Uhr, bei Frau Klein, 2. Stock. Kontaktperson: Christine Klein, DW 42420 Sonderfälle bis 29.2.
20 INTRODUCTION TO THE HISTORY OF ENGLISH Zulassungsvoraussetzung: 201 (bzw. K211) +101+102. Alter Studienplan: 201 (bzw. K 211). UmsteigerInnen: 101 und 102 entfällt, wenn Englische Sprachübungen I­IV absolviert wurden. Anmeldung: Dienstag, 4.3.2008, ganztägig und Mittwoch, 5.3.2008, bis 15 Uhr. Aushang der Teilnehmerlisten: Freitag, 7.3., später Nachmittag. Einwurf eines Wunschzettels in eine Box vor dem Zentralsekretariat. Es gibt ein Anmeldeformular für Studierende nach dem alten Studienplan, sowie eines für Studierende nach dem (aktuellen) UniStG Studienplan. Keine Voranmeldung! Kontaktperson: Mag. Corinna Weiss, DW 42423 Sonderfälle bis 29.2. INTRODUCTORY SEMINAR LINGUISTICS Zulassungsvoraussetzung: 201 (bzw. K 211) +101+102. Alter Studienplan: keine formellen Voraussetzungen, jedoch K 212 (bzw. 202) dringend empfohlen. UmsteigerInnen: 101 und 102 entfällt, wenn Englische Sprachübungen I­IV absolviert wurden. Anmeldung: Dienstag, 4.3.2008, ganztägig und Mittwoch, 5.3.2008, bis 15 Uhr. Aushang der Teilnehmerlisten: Freitag, 7.3., später Nachmittag. Einwurf eines Wunschzettels in eine Box vor dem Zentralsekretariat. Es gibt ein Anmeldeformular für Studierende nach dem alten Studienplan, sowie eines für Studierende nach dem (aktuellen) UniStG Studienplan. Keine Voranmeldung! Kontaktperson: Mag. Corinna Weiss, DW 42423 / NEW Sonderfälle bis 29.2. INTRODUCTORY SEMINAR LITERATURE Zulassungsvoraussetzung: 101+102+301 (bzw. K223) +302 (bzw. K221) oder 303 (bzw. K222). Alter Studienplan: K 223 (bzw. 301)+K 221 (bzw. 302)+K 222 (bzw. 303). UmsteigerInnen: 101 und 102 entfällt, wenn Englische Sprachübungen I­IV absolviert wurden. Sind nicht genügend Plätze vorhanden, haben Studierende, die sowohl 302/K221 als auch 303/K222 abgelegt haben, Vorrang bei der Aufnahme. Anmeldung: Dienstag, 4.3.2008, ganztägig und Mittwoch, 5.3.2008, bis 15 Uhr. Aushang der Teilnehmerlisten: Freitag, 7.3., später Nachmittag. Einwurf eines Wunschzettels in eine Box vor dem Zentralsekretariat. Keine Voranmeldung! Kontaktperson: Edith Lederer­Vadon, BA, DW 42470 Sonderfälle bis 29.2.
21 FACHDIDAKTIK Anmeldung für alle Fachdidaktik­Lehrveranstaltungen: Mittwoch, 5. März 2008, 11­14 Uhr, Seminarraum 2 Aushang der Teilnehmerlisten: Donnerstag, 6. März, nachmittags Zulassungsvoraussetzungen für 601: 101+102+201+301+401+402+111+112 602: 601 Alter Studienplan: Voraussetzung für die fachdidaktischen Lehrveranstaltungen ist grundsätzlich die 1. Diplomprüfung, doch kann K 603 (= 601 Introduction to Language Teaching I) als Vorbereitung auf das Schulpraktikum in den ersten Studienabschnitt vorgezogen werden. Achtung: Die Begleitübung zum Schulpraktikum (621) ist Voraussetzung für den Besuch der fachdidaktischen Übungen des 2. Studienabschnitts (622, 623, 624). Das Vorziehen der Begleitübung zum Schulpraktikum ist nach Absolvierung von 602 Introduction to Language Teaching 2 erlaubt. Nach Absolvierung von 621 kann eine themenspezifische Lehrveranstaltung aus dem 2. Studienabschnitt in den ersten Abschnitt vorgezogen werden. à Für Studierende nach altem Studienplan ist die Begleitübung 621 nicht vorgesehen! 629 Principles of ELT Methodology (= K601 Methodik nach altem Studienplan): Auch hierfür ist persönliche Anmeldung notwendig! Voraussetzung: 1. Diplomprüfung. Aktueller Studienplan: 629 kann erst nach Absolvierung von zwei themenspezifischen fachdidaktischen Übungen besucht werden. Alter Studienplan: es wird empfohlen, mindestens K603 (Fachdidaktik I) sowie das Schulpraktikum vor der Methodology zu absolvieren. Kein Vorziehen! Kontaktperson: Christine Klein, DW 42420 Sonderfälle bis 29.2. INTERACTIVE LINGUISTICS / LITERATURE AND INTERDISCIPLINARY COURSES Elektronische Anmeldung (s. Institutshomepage) bzw. persönliche Anmeldung zu den Öffnungszeiten im Zentralsekretariat: Studienplan 2002 (UniStG) (Diplom und Lehramt): 19.2., 14 Uhr, bis 29.2., 14 Uhr; Alter Studienplan (Diplom und Lehramt): 25.2. bis 29.2., 14 Uhr. Veröffentlichung der Teilnehmerlisten: 5.3., vormittags Falls Sie die oben angegebene Anmeldefrist versäumt haben: Nachmeldungen, Tauschmöglichkeit: 10.­14. März, nur im Zentralsekretariat. Kontakt: Ute Linke, DW 42402 Sonderfälle: Ute Linke (bis 15.2.)
22 SEMINARE ANMELDUNG ZU DEN SEMINAREN für das SS 2008 ACHTUNG! VORAUSSETZUNG FÜR DIE ANMELDUNG ZU DEN SEMINAREN IST DER ABSCHLUSS DES ERSTEN STUDIENABSCHNITTS! Die SE­Anmeldung für das SS 2008 (zweiter Studienabschnitt, Codenummern 222, 322, 821 bzw. K511/ K521; nicht introductory seminar) gestaltet sich wie folgt:
·
Die Kursbeschreibungen der angebotenen Seminare werden Mitte Dezember am Institut ausgehängt (1. Stock) bzw. online veröffentlicht.
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Für die Anmeldung füllen Sie das Online­Formular aus und verschicken es. Wurde noch kein SE besucht, sind sowohl für Sprach­ als auch für Literaturwissenschaft jeweils drei Wunschseminare auf dem Formular anzugeben; wurde bereits ein SE erfolgreich besucht, sind drei Wunschseminare in der noch zu absolvierenden Fachdisziplin auszuwählen.
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Die Anmeldung ist ab 14. Jänner (14 h) bis 8. Februar (14 h) möglich. Diese Deadline ist verbindlich und strikt einzuhalten. "Nachzügler" können nur berücksichtigt werden, falls es Restplätze gibt. Die maximale Teilnehmerzahl je Seminar beträgt 18.
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Nach Überprüfung der Seminarberechtigung werden die Teilnehmerlisten der einzelnen Seminare auf Basis des Notendurchschnitts erstellt (Bestimmung des Studienplans) und am 15. Februar 2008 (im Lauf des Nachmittags) ausgehängt bzw. ins Netz gestellt.
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Berufstätige, Eltern, Behinderte werden mit Bestätigung vorgereiht und wenden sich zur Anmeldung direkt an die zuständige Ansprechpartnerin, (diesmal) Mag. Barbara OLSSON, über folgende E­Mail­Adresse: barbara.olsson@univie.ac.at. Über die vorzulegenden Unterlagen lesen Sie bitte unter „Sonderfälle“ (s. S. 23) nach.
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Die Anmeldung ist verbindlich: Sollten Sie den zugeteilten SE­Platz nicht in Anspruch nehmen, melden Sie sich bei Mag. OLSSON per E­Mail ab, damit KandidatInnen von der Warteliste berücksichtigt werden können.
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Wichtig: Die die jeweiligen Seminare betreffenden Termine, Vorbesprechungen und deadlines für Referats­, Arbeitsthemen etc. werden direkt von den KursleiterInnen per Aushang (ggf. auch nach Anmeldeschluss per Rundmail) bekannt gegeben – die Teilnehmerinnen und Teilnehmer sind verpflichtet, sich diesbezüglich rechtzeitig und selbständig kundig zu machen! Kontakt: Mag. B. Olsson, barbara.olsson@univie.ac.at, Tel. 4277­42472; FAX 4277­9424 Internet: http://www.univie.ac.at/Anglistik/ang_new/registration.html [ "SS 2008: Seminaranmeldung ...." und weiterführende Links bzw. ab 15.2.2008: [ "Teilnehmerlisten" Voranmeldung für frühe Themen Wintersemester 2008/09: Achten Sie ab ca. Mitte Juni auf Aushänge der SE ­ LeiterInnen bezüglich der Vergabe von Themen für Referate im Oktober 2008. Die Anmeldung erfolgt in diesem Fall direkt bei der Seminarleiterin / beim Seminarleiter; eine weitere Anmeldung online ist dann nicht erforderlich.
23 SONDERFÄLLE (Berufstätige, Kinderbetreuung, Behinderte) Für Sonderfälle sind in jeder Pflichtlehrveranstaltung mit persönlicher Anmeldung drei Plätze reserviert, für die Sie sich voranmelden können. Sie brauchen nicht mehr persönlich ans Institut zu kommen, sondern können die Anmeldung per Post (Adresse auf S. 2), E­Mail oder Fax erledigen. Dies ersetzt die reguläre Anmeldung! Folgende Unterlagen müssen an die unten angeführten Kontaktpersonen übermittelt werden:
· Prüfungsnachweis (Sammelzeugnis) für die entsprechenden Übungen/Proseminare
· für 111 Integrated Language and Study Skills 1, 102 Language Analysis VK, 402 Cultural Studies VK: Kopie des Studentenausweises (mit dem Aufkleber für SS 08 oder / NEW WS 07/08)
· zusätzlich Berufstätige: genaue Arbeitszeitbestätigung des Arbeitsgebers für das betreffende Semester Mütter/Väter: Geburtsurkunde des Kindes Behinderte: Kopie des Behindertenausweises o.ä.
· Bitte Namen, Adresse und Telefonnummer nicht vergessen!
· Wenn mehrere Kontaktpersonen für Ihre Anmeldung zuständig sind, übermitteln Sie bitte jeder Kontaktperson Ihre Unterlagen separat! Geben Sie bitte unbedingt alle Kurse an, deren Besuch Ihnen möglich ist. Für die Sprachkompetenzkurse des 2. Studienabschnittes (Codenummern 121, 122, 123, 124, 125, 126) kann im Rahmen der Anmeldung für Sonderfälle nur ein Platz pro Person vergeben werden. Eine Anmeldung für einen weiteren Kurs ist erst während der Nachmeldungszeit (s. S. 18) möglich. à 121 ist nur für LehramtsstudentInnen obligat. Kontaktpersonen: Sprachkompetenz­Kurse, Language Analysis (102) und Introduction to Cultural and Regional Studies (402): Ulrike Zillinger (ulrike.zillinger@univie.ac.at; Fax 4277­42498, z.Hd. Fr. Zillinger; Tel. 4277­42450) Deadline Sonderfälle: Montag, 18. Februar 2008 Interactive & Interdisciplinary Courses (Arbeitsgemeinschaften, 1. & 2. Studienabschnitt): Ute Linke (ar424.anglistik@univie.ac.at; Fax 4277­9424, z.Hd. Fr. Linke; Tel. 4277­42402) Deadline Sonderfälle: Freitag, 15. Februar 2008 Deadline Sonderfälle für alle anderen Übungen und Proseminare: 29. Feb. 2008 Fachdidaktik: Christine Klein (christine.klein@univie.ac.at; Fax 4277­9424, z.Hd. Frau Klein; Tel. 4277­42420) Practical phonetics + Sprachlabor: Christine Klein (christine.klein@univie.ac.at; Fax 4277­ 42499, z.Hd. Frau Klein; Tel. 4277­42420) Introduction to the History of English: Mag. Corinna Weiss (corinna.weiss@univie.ac.at; Fax 4277­9424, z.Hd. Mag. Weiss; Tel. 4277­42423) Introductory Seminar Linguistics: Mag. Corinna Weiss (corinna.weiss@univie.ac.at; Fax 4277­9424, z.Hd. Mag. Weiss; Tel. 4277­42423) Introductory Seminar Literature: Edith Lederer­Vadon, BA (edith.lederer­ vadon@univie.ac.at; Fax 4277­9424, z.Hd. Fr. Lederer­Vadon; Tel. 4277­42470)
24 ENGLISH AND AMERICAN STUDIES LIBRARY FACHBEREICHSBIBLIOTHEK FÜR ANGLISTIK UND AMERIKANISTIK Universitätscampus AAKH; Spitalgasse 2, Hof 8 A­1090 Wien; http://www.univie.ac.at/AngLib/; E­Mail: bibliothek.anglistik@univie.ac.at; Tel: 4277/165/31 We would like to welcome all students to the English and American Studies Library. Together with the University Library we provide students, scholars and teachers of English and American Studies with general and specialised information resources in Anglophone literatures, English language teaching, historical linguistics, applied linguistics, Anglophone regional studies and cultural studies. The Library also provides students with the opportunity to practice their English or American pronunciation and to access English language electronic and audiovisual media. Library team: We are happy to assist you with any questions relating to library use or how to find and use information resources: Antonija Parigroz (Library Assistant) Mag. Karin Lach (Librarian) Margarete Pettermann (Library Assistant) Opening hours: Term time: Monday, Tuesday, Thursday: 8:30 a.m. 6:00 p.m. Wednesday: 10:00 a.m. 6:00 p.m. Friday: 8:30 a.m. 4:00 p.m. Vacations: for reduced opening hours and closed days see notice board in the library and our webpage. Loans: Loan period for weekend loans: Students and general readers can borrow books loanable over the weekend from Friday from 8:30 a.m. until 3:45 p.m. These books must be returned by Monday noon. Some books are reference works only and can be used in the library; others can be borrowed any time for a longer period (Books with the shelfmark H­ 3 months; books with the shelfmark SLC= and SUY­0= 2 weeks). Non­book materials are usually non­loanable. Should you need a reference work in class, hourly loans can be arranged. Ground floor: Information desk; general reference; dictionaries; journals linguistics; general literature; British literature; Irish literature; postcolonial literature;world literature; British, Irish and postcolonial regional studies, cultural studies; language teaching; language practice; school books; reserve collection section ("Handapparate"); photocopiers; computers (access to library services; online catalogue). First floor: American literature and regional studies; Canadian literature and regional studies; Australian literature and regional studies; TV room, self­access audio and teamwork room; online catalogue; sofa for reading and relaxing, patron toilets. Library Orientation: Get­2­Know­the­Library­Tour: Monday, 10 March 2008: 10:30 a.m. Meeting Point: in front of the Library Further dates for guided tours of the Library will be announced on the Library website.
25 KOMMENTIERTES VORLESUNGSVERZEICHNIS ANNOTATED LECTURE LIST Achtung: Redaktionsschluss für das kommentierte Vorlesungsverzeichnis war im Jänner. Änderungen und Ergänzungen, die sich nach diesem Termin ergeben können, werden in der online­Version des KOVO (Link: lectures / KOVO) oder per Aushang bekannt gegeben. Alle Kursbeschreibungen wurden elektronisch übermittelt. Die jeweiligen AutorInnen sind für den Inhalt verantwortlich. N.B.: Copy deadline was in January. Please consult the departmental homepage for any subsequent changes and additions. All course descriptions have been submitted by electronical means. The respective authors are responsible for the contents. 1. STUDIENABSCHNITT PART I (COURSES FOR 1 st DIPLOMA EXAMINATION) SPRACHKOMPETENZ/LANGUAGE SKILLS Registration: see chapter Anmeldungen, p. 17ff., see also p. 11 (Language Test)! The language courses are based on the assumption that you have already done English up to Austrian ‘Matura’ level or the equivalent. In other words, you are already more or less ‘Independent Users’ of English (cf Common European Framework of Reference for Languages, B2). By the end of Part I you should be approaching a level that has been described as ‘Effective Operational Proficiency’. This means that you should have relatively little difficulty in using the English language for most personal, public or educational purposes. You will be able to use the language both receptively and productively, in speech and in writing, with due regard for relevant features of context, situation and addressor / addressee. In addition, you will have a good grasp of the nature and structure of the language and its systems. Finally you should have attained a level of learner autonomy which will enable you to continue to develop your language and communication skills independently in the future.
26 OVERVIEW Language Skills, Part I YEAR NR. TITLE TYPE SEMESTER HOURS ONE (Sem. 1) 101 Language Analysis VO 1 ONE (Sem. 1) 102 Language Analysis UE/VK 1 ONE (Sem. 1) 111 UE 3 ONE (Sem. 2) 112 UE 3 TWO (Sem. 3) 113 UE 2 TWO (Sem. 4) 114 UE 2 TWO (Sem. 3/4) 119 Integrated Language and Study Skills 1 (ILSS 1) Integrated Language and Study Skills 2 (ILSS 2) Language in Use 1 (LIU 1) Language in Use 2 (LIU 2) Practical Phonetics and Oral Communication Skills UE 2 You are strongly recommended to take the Language Analysis lecture course (101) and the practical class (102) in conjunction with each other. Courses 111 through 114 form a coherent whole and must be taken in sequence. Language Analysis (VO and UE/VK) and Integrated Study Skills 1 count as part of the Studieneingangsphase. The Language Analysis Component 101 VO, 102 VK This component of your studies comprises the lecture course as well as the accompanying practical class (VK). You are strongly recommended to take the lecture course and the practical classes in conjunction with each other (in the 1 st semester), as the two are closely linked: the lecture provides the necessary input, which is further discussed and practised in the smaller practical classes. Your aims for the lecture and the practical class will be as follows: You will be able to ­ identify and name the individual parts of syntactic structures (using standard terminology) ­ talk informedly about key grammatical categories and explain their use in a given context ­ recognise and rectify common errors ­ make independent and judicious use of reference books As such the Language Analysis Component provides an important foundation for both language classes (Integrated Language and Study Skills, Language in Use) and linguistics courses. Materials: There is a common handout for both lecture course and practical classes. Please pick it up from CopyStudio, Schwarzspanierstr. 10, in the first week of the semester.
27 Assessment: Lecture and practical classes will be assessed separately ­ Lecture: final test ­ Practical classes: regular attendance & class participation, two assignments, final test Studierende, die ein positives Zeugnis über diese Lehrveranstaltung benötigen, um im DARAUF FOLGENDEN Semester ein Proseminar, Sprachgeschichte oder Introduction to Language Teaching I zu besuchen, MÜSSEN zum ersten Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem zweiten Prüfungstermin NICHT BERÜCKSICHTIGT werden. 101 NO REGISTRATION! Gunther Kaltenböck, Tue 10­11, C1 (ab 11.3.) 102: Registration see chapter Anmeldungen, p. 17ff. Courses: Julia Lichtkoppler, Tue 8­9, Unterrichtsraum (ab 11.3.) Angelika Rieder, Fri 13­14, Unterrichtsraum (ab 14.3.) Lotte Sommerer, Wed 9­10, Unterrichtsraum (ab 2.4.) Lotte Sommerer, Wed 14­15, Unterrichtsraum (ab 2.4.) Johann Unger, Thu 10­11, Hs C1 (ab 13.3.) Johann Unger, Thu 14­15, Unterrichtsraum (ab 13.3.) 111, 112: Integrated Language and Study Skills 1 and 2 (ILSS 1 & 2) 3st, UE Registration: see chapter Anmeldungen, p.17ff. By registering for ILSS 1 you are at the same time registering for the compulsory Language Test (p. 11). A positive score in the test is the precondition for a place in ILSS 1. ILSS Aims: ­ to upgrade your language and study skills, thereby providing support in an English­medium teaching environment ­ to encourage you to develop independent study habits (with regard to grammar, usage and vocabulary) ­ to identify and address deficiencies in your language competence Outcomes: You should be equipped to meet the language demands of your courses in literature, linguistics and cultural and regional studies. Should the occasion arise, you would probably be able to follow higher education courses in the English­speaking world (in fields familiar to you) or work in some English­medium contexts without undue strain. Focus: ­ study and research skills ­ learning strategies ­ language awareness
28 ­ ­ ­ ­ vocabulary development reading and writing skills and sub­skills recognising and remedying errors in the use of the language system in writing and speaking introduction to formal / informal distinction, levels of formality and the concept of appropriateness Assessment: This will include attendance, active participation, class work, homework assignments and written tests on material covered. There is a Common Final Test (CFT) at the end of ILSS 2, modelled on the requirements for the International English Language Testing System (IELTS), Academic Module. Toolkit You are strongly advised to invest in books which will assist your learning. Your teachers will present various dictionaries and handbooks which, as students of English, you should own and make frequent use of. The recommended books are available for consultation in the Library. Courses: 111 Leigh Bailey, Mon 8­10, Wed 8­9, Room 3 (ab 10.3.) Kimberley Chan, Tue 17­18, Unterrichtsraum, Thu 16­18, Room 3 (ab 11.3.) Isobel Lipold­Stevens, Thu 10­11, Fri 10­12, Room 1 (ab 13.3.) Angelika Rieder, Wed 12­14, Room 5, Fri 12­13, Room 1 (ab 14.3.) Gillian Schwarz­Peaker, Tue 12­14, Room 4, Wed 15­16, Room 1 (ab 11.3.) Elizabeth Tanguay, Tue 9­10, Thu 12­14, Unterrichtsraum (ab 11.3.) 112 Armin Berger, Tue 16­18, Room 1, Wed 17­18, Room 3 (ab 11.3.) Armin Berger, Wed 14­15, Room 1, Fri 8­10, Room 5 (ab 14.3.) Kurt Forstner, Mon 18­19, Room 3, Fri 14.30­16, Room 1 (ab 10.3.) Meta Gartner­Schwarz, Mon 9­10, Wed 8­10, Room 1 (ab 10.3.) Meta Gartner­Schwarz, Mon 12­14, Tue 11­12, Room 3 (ab 10.3.) Katharina Jurovsky, Mon 14­16, Thu 12­13, Room 3 (ab 10.3.) / NEW Amy Krois­Lindner, Tue 8­9, Thu 8­10, Room 3 (ab 11.3.) Thomas Martinek, Mon 16­17, Room 3, Wed 14­16, Room 5 (ab 10.3.) Thomas Martinek, Mon 17­18, Room 3, Wed 12­14, Room 1 (ab 10.3.) Lisa Nazarenko, Tue 8­10, Room 5, Thu 11­12, Unterrichtsraum (ab 11.3.) Susanne Sweeney­Novak, Tue 12­14, Thu 17­18, Unterrichtsraum (ab 11.3.) Susanne Sweeney­Novak, Tue 15­16, Thu 14­16, Room 3 (ab 11.3.) Common Final Test ILSS 2 – SS 2008 FOR YOUR DIARIES ­ IMPORTANT DATE!!! The date for the Common Final Test for all ILSS 2 courses will be: Saturday 21 June 2008, 10:00­12:00, place to be announced.
29 113, 114: Language in Use 2st, UE Registration: see chapter Anmeldungen, p. 17ff. The second­year classes are based on ‘texts’ of various types: printed texts but also audio broadcasts, images or film / video, for example. Aims: ­ to deepen and refine your insights into the language system and lexis ­ to continue work on functional competence and discourse competence ­ further study of style, register and appropriateness ­ to raise awareness of native language / culture influence and to highlight differences between English and German Outcomes: You will be able to understand and produce a range of spoken and written text­types relevant to the personal, educational and future occupational needs of Arts students and to comment on significant features in such texts. Focus: ­ working with different kinds and genres of ‘text’ ­ oral discussion and reporting / presentation of findings ­ oral and written comment and analysis ­ oral and written personal / critical response Assessment: This will include attendance, active participation, class work, homework assignments and written tests on material covered. At the end of LIU 2 you will be required to submit a presentation portfolio of your work over the year, accompanied by appropriate comments and explanations. Courses: 113 Isobel Lipold­Stevens, Wed 10­12, Room 4 (ab 2.4.) Lisa Nazarenko, Thu 9­11, Besprechungszimmer (ab 13.3.) Liselotte Pope­Hoffmann, Mon 12­14, Room 5 ( ab 10.3.) Angelika Rieder, Fri 10­12, Room 2 (ab 14.3.) Gillian Schwarz­Peaker, Tue 14­16, Room 4 (ab 11.3.) 114 Leigh Bailey, Wed 9­11, Room 3 (ab 2.4.) John Heath, Tue 15­17, Room 2 (ab 11.3.) John Heath, Thu 15­17, Room 1 (ab 13.3.) Meta Gartner­Schwarz, Mon 10­12, Room 3 (ab 10.3.) Isobel Lipold­Stevens, Fri 8­10, Room 1 (ab 14.3.) Gillian Schwarz­Peaker, Wed 13­15, Room 3 (ab 2.4.) Johann Unger, Thu 11­13, Room 5 (ab 13.3.)
30 119 (K110): Practical phonetics and oral communication skills (PPOCS)/alter Studienplan: Sprechpraktikum 2st, UE Registration see chapter Anmeldungen, p. 17ff. Preconditions: ­ pass grade in Integrated Language and Study Skills II (Sprachübung II) ­ pass grade VO 201 Introduction to the Study of Language/VO Phonetik/Phonologie also recommended Aims: ­ to improve students’ pronunciation ­ to improve students’ oral presentation and reading skills ­ to improve students’ communication skills ­ to re­inforce students’ theoretical background in practical phonetics (including transcription) There are courses taking either American or British English as their teaching models. Please choose the accent you feel corresponds more closely to your English or the accent you can identify with more. Structure: There is one two­hour practical class taught by a lecturer per week (UE 2­stündig) and a two­ hour lab­session with a student tutor per week. Attendance at both is compulsory. Assessment is based on an oral exam at the end of term including a presentation, reading and conversation, a presentation in class, a theory test, a portfolio on practical phonetics, and attendance/class participation. Courses: British English: Armin Berger, Wed 15­17, Room 2 (ab 2.4.) Katharina Jurovsky, Thu 9­11, Room 2 (ab 13.3.) Sophie Kidd, Mon 12­14, Room 2 (ab 10.3.) Sophie Kidd, Tue 12­14, Besprechungszimmer (ab 11.3.) Karin Richter, Thu 17­19, Room 1 (ab 13.3.) American English: Thomas Martinek, Mon 14­16, Room 1 (ab 10.3.) Andreas Weissenbäck, Thu 18­20, Room 5 (ab 13.3.)
31 Language Lab: AAKH Campus Hof 7, beim EDV­Zentrum unten rechts; Labor 2 Die regulären Laborstunden sind zweistündig, d.h. Sie müssen neben Ihrem PPOCS­Kurs einen zweistündigen Laborblock besuchen. British English A: Mon 13­15 B: Tue 16­18 C: Wed 12­14 D: Wed 15­17 E: Thu 16­18 F: Fri 09­11 American English A: Mon 15­17 B: Wed 17­19 C: Thu 14­16 There is also a self­access audio centre in the library, 1 st floor, which gives you plenty of opportunity for further practice. For detailed information see departmental notice boards. For any problems or suggestions please contact Dr. Bryan Jenner or Dr. Gunther Kaltenböck (NOT the library staff!) SPRACHWISSENSCHAFT/LINGUISTICS 201/K211: Introduction to the Study of Language 1 Studierende, die ein positives Zeugnis über diese Vorlesung benötigen, um im DARAUF FOLGENDEN Semester ein linguistisches Proseminar, Sprachgeschichte oder Introduction to Language Teaching (601) zu besuchen, MÜSSEN zum 1. Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem 2. Prüfungstermin NICHT BERÜCKSICHTIGT werden. 2st, VO Bryan Jenner, Ute Smit, Mon 16­18, C2 (ab 10.3.) Content: This lecture course forms the first part of a one­year introductory programme that aims at providing first­year students of English with an overview of the major areas of linguistic knowledge. In the first semester we shall study the best ways of describing and transcribing the sounds and sound systems of English and other languages. We shall then consider how language varies to reflect different social and geographical factors and how this variation may be described and represented in theoretical models. Finally, we shall examine how language functions in communication and how humans use language to create meaning. Assessment: a written examination of 80 minutes Aims: Students will be familiar with the basic principles of phonetics, sociolinguistics, pragmatics and discourse analysis and will be able to apply their knowledge to English texts. Additionally, students will be able to represent written English in phonemic transcription Method: lectures
32 Reading: Required course books: Roach, Peter. 2002. Phonetics. (Oxford Introductions to Language Study). Oxford: OUP. Yule, George. 2006. The study of language. 3 rd edition. Cambridge: CUP. Also recommended: Garcia Lecumberri, M. Luisa and John A. Maidment. 2000. English transcription course. London: Arnold. Widdowson, H.G. 1996. Linguistics. (Oxford Introductions to Language Study). Oxford: OUP. Parallel to the lecture course there will be a one­hour course on practical transcription (see “Freies Angebot – Phonetic Transcription”) 202/K212: Introduction to the Study of Language 2 2st, VO Bryan Jenner, Christiane Dalton­Puffer, Wed 10­12, C1 (ab 2.4.) This lecture forms the second part of a one­year introductory programme and will complement the topics discussed in the course 'Introduction to the Study of Language 1'. After giving an overview of the scope of linguistics, we will investigate the meaning of words and sentences (semantics) and consider different approaches to grammar. We will also analyse the internal architecture of words (morphology) and discuss how they combine to form phrases and sentences (syntax). Furthermore, the course will focus on how language is processed in the mind (psycholinguistics) and on how it is acquired in a first and second language context. Required course book: Yule, George. 2006. The Study of Language. Cambridge: Cambridge University Press. Also recommended: Widdowson, H.G. 1996. Linguistics. [Oxford introductions to language study. Series ed. by H.G. Widdowson] Oxford: Oxford University Press. 203/K213: Introduction to the History of English 2st, PS Preconditions: pass grades in Language Analysis 101 and 102 as well as 201/K 211, UmsteigerInnen with pass grades in Englische Sprachübungen I­IV do not need Language Analysis pass grades. Preconditions old curriculum: pass grade in Introduction to Phonetics K 211 or Introduction to the Study of Language 201 Registration: see chapter Anmeldungen, p. 17ff. Language varies geographically, socially and historically: this course focuses on the different forms of English over time. It builds on concepts and terminology familiar from the introductory lecture courses and applies them to a number of developments which have made English the language it is today. Some of the questions raised will be: why is there so little correspondence between English spelling and pronunciation? Why are there hardly any inflectional endings in
33 Modern English and why is its vocabulary so full of words of foreign origin? Answering these questions necessitates reflection on how we can find out about past stages of a language with only written material (or not even that) as a source. Texts from different periods in English language history will be used for illustration. The discussion of all topics touches upon the essential questions as to how and why languages change at all. Marks will be assigned on the basis of homework, class participation and exam(s). The aim of this course is to equip students with the basic tools and abilities to understand language change as a general phenomenon and to offer them insights into the particular development of English within this framework. Courses: Theresa Illes, Thu 12­14, Room 4 (ab 13.3.) Gabriella Mazzon, Wed 12­14, Room 4 (ab 2.4.) Gabriella Mazzon, Fri 14­16, Room 4 (ab 14.3.) Hans Platzer, Wed 16­18, Room 4 ( ab 2.4.) Nikolaus Ritt, Mon 10­12, Room 4 ( ab 10.3.) Viktor Schmetterer, Tue 17­20, Room 2 (ab 1.4.) 204/K215: English Linguistics: Introductory Seminar 2st, PS Preconditions: Pass grades in Language Analysis 101 and 102 as well as in 201/K211. UmsteigerInnen with pass grades in Englische Sprachübungen I­IV do not need Language Analysis pass grades. Preconditions (old curriculum): no formal preconditions but pass grade in K212/202 strongly recommended. Registration: see chapter Anmeldungen, p. 17ff. These classes focus on one area of linguistics, seeking to attain two basic goals: a) to provide an overview of a specific area as well as a sound knowledge of both past developments and the present "state of the art". Weekly readings (textbook as well as supplementary material) are required. b) to provide a more in­depth treatment of a particular aspect of the area by means of a research paper, which should introduce the student to the basic skills of researching and writing such a paper. In­class presentations or discussion forums on the paper topic give the students the opportunity to argue their ideas. Credit for the course is earned by satisfactorily meeting both of the above goals. Course evaluation will be based on the research paper, oral presentations, contribution to class discussion, a written exam, and weekly (written) assignments. Courses: Second language acquisition Julia Hüttner, Thu 14­16, Room 4 (ab 13.3.) Content In this course, we will explore aspects related to the learning or acquisition of a second or foreign language. We will be looking at linguistic, psycholinguistic and sociolinguistic theories,
34 and will address some of the “classic” themes of this active research field. These include general language learning processes, the issue of age and the critical period of language learning, the influence of the L1 on a second language, social and psycholinguistic factors and the influence of input and interaction. Aims This course aims to familiarise students with the basics of doing and writing up research. Students will also gain specialised knowledge in the area of SLA. Assessment Participants’ own research projects will be based on further and more in­depth reading on selected topics and will be presented in class. Assessment is based on class participation, assignments, presentation and a final paper. Method Mix of lecture­style informative and interactive group­work sessions, student presentations & discussions Reading The required text book will be announced in the first class NOTE There is an e­Learning component to this course Discourse Analysis Bryan Jenner, Course A : Mon 10­12, Room 1 (ab 10.3.) Course B : Mon 12­14, Room 1 (ab 10.3.) Content: This course will explore the nature of text and discourse, and will examine some of the ways in which language is used in interactive communication. With the help of a basic textbook and other materials, we will investigate some of the principles of discourse organization and structure in particular settings, as well as the relationships between language and its contexts of use. The nature of discourse meaning and communicative conventions will also be explored, together with the role of differing cultural expectations. Participants’ own research projects will be based on further reading in more specialised areas and the analysis of samples of text or interactive discourse. Assessment: class participation; oral presentation; final research project (2,500 – 3,000 words) Aims: The aims of the course are i) to develop the necessary research and analytical skills for further study in linguistics; ii) to develop course­members’ theoretical knowledge and insight in this area of linguistics. Method: Oral presentations and discussions of regular set readings, analysis of spoken and written data. Comparison of different approaches to the analysis of discourse. Occasional supplementary lecture­format presentations Reading: Widdowson, H.G. 2007 Discourse Analysis. Oxford: Oxford University Press. Other texts will be distributed as necessary
35 Phonetics and Phonology Bryan Jenner, Course A: Tue 10­12, Room 1 (ab 11.3.) Course B: Tue 12­14, Room 1 (ab 11.3.) Content: This course will build on the basic introduction to phonetics provided in the introductory linguistics lecture course (201) and study applications of phonetics and phonology in the description of varieties of English, including English as a lingua franca. Transcription and analytical skills will be further developed to include suprasegmental aspects of pronunciation, and students will be introduced to a number of computer­assisted analytical software packages. The adequacy and relevance of a range of theoretical concepts will also be considered. Students’ own research will focus on the description of a particular variety or model of English pronunciation, or on different theoretical approaches in phonetics and/or phonology Assessment: class participation; oral presentation; final research project (2,500 – 3,000 words) Aims: The aims of the course are i) to develop the necessary research and analytical skills for further study in phonetics and linguistics; ii) to develop further course­members’ theoretical knowledge and insight; Method: Oral presentations and discussions of regular set readings, auditory and computer­based analysis of data, further transcription activities. Occasional supplementary lecture­presentations Reading: Roach, P. 2000. English Phonetics and Phonology. Cambridge University Press. Other texts will be distributed as necessary LITERATURWISSENSCHAFT/LITERATURE 301/K223: Introduction to the Study of Literatures in English 2st, VO Studierende, die ein positives Zeugnis über diese Vorlesung benötigen, um im DARAUF FOLGENDEN Semester ein literaturwissenschaftliches Proseminar oder Introduction to Language Teaching I 601 besuchen zu können, MÜSSEN zum ersten Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem zweiten Prüfungstermin NICHT BERÜCKSICHTIGT werden. Introduction to the Study of Literatures in English Susanne Reichl, Tue 11­13, C1 (ab 11.3.) Content: This lecture course will introduce students to the basic skills and competences needed for dealing with literary texts independently. These comprise a knowledge of when and how to use which reading strategies to come to a better understanding of a literary text as well as insight into
36 reading practices and critical theories that form the basis of an interpretation. At the same time, students will be introduced to the relevant terminology needed to deal with literature on a professional level. Assessment: final written exam Aims: This class aims at providing students with critical tools and reading strategies that allow them to deal with literary texts autonomously, and to expose students to a range of texts that broaden their horizons, challenge their thinking, and give them a chance to practice their reading skills. Method: lecture class with interactive elements Reading: A course reader and reading list will be provided. 302/K221: Survey of Literatures in English I 2st, VO Studierende, die ein positives Zeugnis über diese Vorlesung benötigen, um im DARAUF FOLGENDEN Semester ein literaturwissenschaftliches Proseminar besuchen zu können, MÜSSEN zum ersten Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem zweiten Prüfungstermin NICHT BERÜCKSICHTIGT werden. This lecture course offers an introduction to the older period of English literature ­ a phase which extends from the Middle Ages up to and including the eighteenth century. Individual courses will differ in structure and content but will all contain a section on William Shakespeare’s works. The focus will necessarily be placed on trends, epochs and generic development; prototypical texts will be used as illustrative material. In addition to retracing the evolution of English literature, this lecture course offers a first introduction to some of the more important developments in English cultural history. Students will thus be provided with a contextualising framework which will enable them to read texts as complex responses to their respective cultural, social, historical, political, scientific, philosophical and economic environment. Students are advised to take this lecture course after having successfully completed the introductory course on the study of literatures in English. From Chaucer to 1700 Ewald Mengel, Wed 15­17, C2 (ab 2.4.) Content This survey will outline the history of English literature from the Middle Ages to the end of the 17th Century. Beginning with Chaucer and his Canterbury Tales, its emphasis will be on the history of drama before Shakespeare and on Shakespeare himself, on prose and verse romance and epic, on the Metaphysical Poets, and on Restoration drama. Aims Introduction to and overview of canonical works of British literature. Methods Lecture course; application of various literary theories and cultural studies approaches; e­ learning platform; final written test
37 Reading: Students are expected to prepare for this survey by an intensive reading of the major works dealt with, and by reading selected chapters from a literary history of their choice, for example, Michael Alexander, A History of English Literature (Macmillan pb); Andrew Sanders, The Short Oxford History of English Literature (Oxford UP); Ulrich Seeber (ed.), Englische Literaturgeschichte (Metzler). Many of the texts discussed may be found in the Norton or the Arnold Anthology of British Literature. A reader with key passages from the main primary sources and additional background information will be available at the beginning of the semester. Survey of English Literature From the Tudors to the Restoration: 1485 ­ 1660 Franz Wöhrer, Mon 10­12, C2 (ab 3.3.) Contents: This introductory lecture course provides an illustrated overview of the history and the literature of the English Renaissance, i.e. from the time of the Tudors (1485) to the Restoration (1660). The major dramatists and poets and their works will be contextualized in some detail within the appropriate historical, cultural and religious backgrounds. The literary overview will concentrate on the development of drama and poetry; prose writings will be considered only very selectively; Marlowe and Shakespeare will be discussed in some detail. The overview of the poetry will focus on selected poems by Spenser, Sidney, Shakespeare, Ben Jonson and on Donne and the “Metaphysical Poets”. Method: Multi­media based lecture course (PPT, internet, audio and/or video presentations of songs, plays and films) combined with interactive teaching (opportunity for discussion, time for questions). ­ The course will be accompanied by a tutorial (Tutor: Hannelore Fasching). Aims: Introducing beginners to the history and literature of the English Renaissance; alerting students to the distinctive features of the Elizabethan mind and world­view, the perception of contemporary gender roles and styles of writing; advancing students’ interpretative skills and cross­cultural understanding. Assessment: Ability to interpret the texts on the reading list; self­study of chapter 2 from English Literature in Context (2008); detailed (!) knowledge of the subject matter presented in the 13 lecture units; final written exam (tasks: short essay, answering of specific questions, definition of terms, textual interpretation) Reading: 1) Obligatory reading of the texts on the Reading List (will be posted in February) 2) Chapter 2: “The Renaissance, 1485­1660” from English Literature in Context. Ed. Paul Poplawski. Cambridge: CUP, 2008. (pp. 110­210) required home­reading (voluntary self­test)
38 303/K222: Survey of Literatures in English II Studierende, die ein positives Zeugnis über diese Vorlesung benötigen, um im DARAUF FOLGENDEN Semester ein literaturwissenschaftliches Proseminar besuchen zu können, MÜSSEN zum ersten Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem zweiten Prüfungstermin NICHT BERÜCKSICHTIGT werden. 2st, VO This lecture course offers an introduction to the more recent period of English literature ­ a phase which extends from the beginning of the eighteenth century to the present day. Individual courses will differ in structure and content but will cover a minimum period of 150 years of Eng. lit. The focus will necessarily be placed on trends, epochs and generic development; prototypical texts will be used as illustrative material. In addition to retracing the evolution of English literature, this lecture course offers a first introduction to some of the more important developments in English cultural history. Students will thus be provided with a contextualising framework which will enable them to read texts as complex responses to their respective cultural, social, historical, political, scientific, philosophical and economic environment. Students are advised to take this lecture course after having successfully completed the introductory course on the study of literatures in English. British Literature 1660­2000 Eva Müller­Zettelmann, Tue 12­14, C2 ( ab 11.3.) Contents and Requirements: In this historical survey, we will examine some of the most important literary trends and developments to have occurred during the past 350 years of English literature. In our analysis of seminal works of Eng. lit. we will focus on the historically typical and the aesthetically innovative. Our study of non­fictional documents and important works from music and the visual arts will help us understand the social and ideological framework against which the literary works will be read. Audio­ and video­excerpts will be used to give credit to the richness of British literary history. Assessment will be on the basis of a final written exam. Students are also recommended to visit the weekly tutorial. Methods: Lecture, eLearning, home study, written exam. Aims: This lecture course aims to a) give students an overview of the most important developments within poetry, drama and narrative fiction of the past 350 years b) introduce them to major events and trends in British political, social and mental history 1660 ­ 2000 c) alert them to the complex relationship between society and the arts d) introduce them to Michel Foucault’s concept of epistémè e) enable them to apply the critical and analytical tools acquired in this lecture in their own analyses. Reading: A reader with extracts from non­fictional sources and key passages from literary texts will be provided. Powerpoint­presentations can be downloaded from the eLearning platform. Some of the longer texts are in Greenblatt et al. (eds.) Norton Anthology of English Literature, vol. 2. Copies of the novels presented during the term will be available in one of the campus bookshops. N.B.: Set texts will differ from those that were handled last term!
39 304/K225: Introductory Seminar Preconditions: Pass grades in Language Analysis 101 and 102 plus 301/K223 and either 302/K221 or 303/K222. Students who have pass grades in both literature survey courses will be given preference in case not enough places are available. UmsteigerInnen with pass grades in Englische Sprachübungen I­IV do not require pass grades in 101 and 102. Preconditions (old curriculum): Pass grades in K221/302, K222/303, K223/301 necessary. 2st, PS, p.A. Registration: see chapter Anmeldungen, p. 17ff. These classes deepen and extend the subject matter of the introductory lectures. They are intended to help students develop a well founded yet independent critical approach to literary texts. Participants are given a thorough grounding in various skills and techniques required for the writing of academic papers: the use of works of reference; the use and evaluation of secondary literature; more about the theory and practice of critical analysis; the correct use of literary terminology. A selection of literary texts forms the basis for this work. On completing the class, students should be in a position to take an active part in the literary seminar. Evaluation is on the basis of class work, a longer academic essay written in English (10 pages), and a written final test. Courses: New Orleans Literature Michael Draxlbauer, Mon 16­18, Room 5 (ab 10.3.) In this proseminar we will analyze some texts written in/about New Orleans, a city that almost died in August 2005, when hurricane “Katrina” hit the north­central Gulf Coast of the U.S.A. (causing massive devastation in an area three times the size of Austria), leaving 80% of the city flooded, and killing 1600 people. The classics we will discuss will take us back to happier days (at least they appear to be so on the surface), when American writers chose this “lush” subtropical city, with its unique blend of Spanish, French and Caribbean elements, as the setting for more “risqué” storylines. Our texts are: some stories from George Washington Cable’s Old Creole Days (1879), Kate Chopin’s The Awakening (1899), about “a sensuous woman who follows her inclinations” (considered to be the first feminist novel in the U.S.), Tennessee Williams’ A Streetcar Named Desire (1947) – we will compare the play with Elia Kazan’s film version (1951, starring Vivien Leigh and Marlon Brando) –, and Walker Percy’s existentialist “Mardi Gras” novel, The Moviegoer (1961). The emphasis will be on the techniques of research and literary criticism and on the production of a scholarly paper (4000 words). In addition, each student will be given a short assignment on specific historical and cultural aspects, such as the mixed colonial heritage of the city, the value system of the Old South, the “peculiar institution” of slavery, the American Civil War/War of Secession in Louisiana, and the group identity of the “Creoles” and of the “Cajuns”.
40 The ‘Long’ 18 th Century Dieter Fuchs, Wed 17­19, Room 2 (ab 2.4.) Content: This course will focus on the cultural diversity of the ‘Long’ 18 th Century – the time span from 1660­1789/98 which subdivides into periods as heterogeneous as the Restoration era, the Augustan Age and the Age of Sensibility. To elucidate the refashioning of late 17 th century aristocratic into ‘bourgeois’ culture, it will take a comparative look at Wycherley’s notoriously bawdy Restoration comedy The Country Wife and Lillo’s ‘sentimental’ domestic tragedy The London Merchant. With regard to fiction, it will compare Fielding’s ‘picaresque’ novel Joseph Andrews with selected passages taken from Bunyan’s narrative allegory The Pilgrim’s Progress, Richardson’s epistolary novel Pamela, and Sterne’s A Sentimental Journey through France and Italy. Further texts to be discussed in class will include Dryden's mock heroic satire Mc Flecknoe, entries from Samuel Pepys’ Diary and poems written by Sir Wilmont the 2 nd Earl of Rochester, Pope, Swift, Gray etc. Assessment: class participation; presentation; term paper, final written exam. Aims: Research­based analysis of poetry, drama & fiction. Method: Interactive introductory seminar. Reading: A master copy will be provided. The Canon Revisited: New Theories Applied to Classics Elke Mettinger­Schartmann, Thu 10­12, Room 3 (ab 13.3.) Contents: In this introductory seminar works from the canon – Brontë’s Victorian classic Jane Eyre, Shakespeare’s King Lear and well­known poems from the Renaissance to Modernism – will be looked at from various critical perspectives. Close reading of the individual texts will be a starting point for further analysis: literary theories and movements such as Modernism, feminist, Marxist or psychoanalytic criticism, new historicism, postcolonial or ecocriticism will be presented and applied to novel, drama and/or poetry. Requirements: class participation, short presentations, term paper, final written test. Aims: Students become familiar with traditional close reading and with literary theories and their application to literary texts. They are acquainted with basic skills and techniques required for writing an academic paper. Method: small­group and all­class discussion of literary and theoretical texts, short presentations of individual literary theories. Literature: Charlotte Brontë, Jane Eyre; William Shakespeare, King Lear; Sir Thomas Wyatt, “Who so list to hounte”; Edmund Spenser, “Ye tradefull Merchants”; William Shakespeare, “My mistress’ eyes are nothing like the sun”; Andrew Marvell, “To his Coy Mistress”; William Wordsworth, “Composed Upon Westminster Bridge”; T.S. Eliot, “The Love Song of J. Alfred Prufrock”; H.D., “Oread”.
41 Probing the Literary Elite: Nobel Prize Winners Re­examined Eva Müller­Zettelmann, Tue 14­16, Room 1 (ab 11.3.) Contents: Every autumn, the Swedish Academy awards the Nobel prize in literature for “outstanding achievements” in the fields of narrative fiction, poetry or drama. While there is an explicit commitment to distinguish writers “from many different languages and cultural backgrounds”, anglophone writers feature most often on the list of literary laureates. In this course, we will read texts by writers as ideologically antipodal as V. S. Naipaul and Rudyard Kipling, and as geographically and stylistically diverse as Patrick White and Rabindranath Tagore. While we will concentrate on acquiring and applying basic interpretative skills, we will also debate the various issues implied in the concept of ‘literary excellence’. Aims: This course aims at a) presenting basic generic theory b) teaching a basic analytical toolkit c) enabling students to apply their knowledge and skills in their own projects d) alerting students to the issues involved in the question of aesthetic quality. Methods: Lecture, eLearning, group work, home study, classroom discussion, student presentation, seminar paper Reading: A reader will be provided. The Bard Re­loaded: Shakespeare and Adaptation Ludwig Schnauder, Fri 14­16, Room 2 (ab 14.3.) Nowadays many people first encounter Shakespeare not in the original but in adaptations of works or in imaginary recreations of his life and times. The focus of this course will be on the characteristics of the processes of Shakespearean adaptation and transformation and their function in our culture. Starting from re­workings of Shakespeare's poetry, we will move on to a close reading of Romeo and Juliet and analyse examples of contemporary adaptations of the play for various media: a musical (Leonard Bernstein's West Side Story (1957)), film versions (Franco Zeffirelli (1968); Baz Luhrman (1996)), a novel for young adults (Malorie Blackman's Noughts and Crosses (2001)), and Sebastian Hartmann's current production at the Burgtheater. Partly because Shakespeare's actual life remains an enigma, authors have been inspired to write tongue­ in­cheek fictional biographies or to let Shakespeare appear as a character in plays and films. Among the examples studied in this course will be Robert Nye's comic novel Mrs Shakespeare: The Complete Works (1993) and Tom Stoppard's screenplay for John Madden's blockbuster Shakespeare in Love (1998). A reader will be made available at the beginning of term. The primary texts will be ordered at Facultas on campus and/or will be available as master­copies in the library. More information on the reading list and all other matters in the first session. Requirements: active participation in class; assignments; oral presentation; term paper; final test;
42 Female Voices from the Modern American South Bettina Thurner, Fri 11­13, Unterrichtsraum (ab 14.3.) ’I feel the need of a land, of a sure terrain, of a sort of permanent landscape of the heart’ (Elizabeth Spencer). While some critics doubt that the South as a cultural entity still exists, others hold on to their belief in a distinctive ‘Southern’ literary imagination. Doubtless, the historical and socio­cultural background of the agrarian South created different spaces for Southern women than those living in the progressive, individualistic American North. In this class we will deal with female writers from the American South whose texts focus on topics of personal development: childhood, adolescence, and young adulthood. We will try to find out whether the Southern imagination is expressed in truly distinctive features, or are these stories the distillation of a more common American, or even global, experience? We will discuss texts of writers such as Elizabeth Spencer, Lee Smith, Shirley Ann Grau, Alice Walker, Flannery O’Connor, Katherine Anne Porter, Carson McCullers, and others. A Reader will be provided. ANGLOPHONE CULTURAL AND REGIONAL STUDIES 401: Introduction to Cultural and Regional Studies 1st, VO NO REGISTRATION! Studierende, die ein positives Zeugnis über diese Lehrveranstaltung benötigen, um im DARAUF FOLGENDEN Semester die Introduction to Language Teaching I 601 besuchen zu können, MÜSSEN zum ersten Prüfungstermin (in der letzten Sitzung des Semesters) antreten. Aus organisatorischen Gründen können Ergebnisse aus dem zweiten Prüfungstermin NICHT BERÜCKSICHTIGT werden. Courses: Introduction to Cultural and Regional Studies Astrid Fellner, Thu 11­12, C1 (ab 13.3.) This lecture course introduces students to the intellectual roots and contemporary applications of Cultural Studies, focusing on the theoretical bases for the analyses of meaning and power in the production and reception of texts. Offering various approaches to the study of cultures, this lecture will draw on a wide range of cultural material (literature, television, films, and commercials) and explore the ways in which questions of representation are interrelated with issues of identity, in particular racial/ethnic, sexual, class, and regional differences. A class reader will be available in Copyshop Schwarzspanierstraße. Check also the website: http://homepage.univie.ac.at/Astrid.Fellner for further details on this lecture.
43 402: Introduction to Cultural and Regional Studies 1st, VK Registration: see chapter Anmeldungen, p. 17ff. These classes provide an opportunity to “do” cultural studies and to approach and apply various theoretical models of culture. Requirements: regular attendance, assessment based on written and oral work. Courses: Harriet Anderson, Wed 16­17, Unterrichtsraum ( ab 2.4.) Harriet Anderson, Wed 17­18, Unterrichtsraum (ab 2.4.) Melanie Feratova­Loidolt, Mon 14­15, Unterrichtsraum (ab 10.3.) Melanie Feratova­Loidolt, Mon 15­16, Unterrichtsraum (ab 10.3.) Klaus Heissenberger, Tue 14­15, Unterrichtsraum ( ab 11.3.) Klaus Heissenberger, Tue 15­16, Unterrichtsraum (ab 11.3.) 404/K231: Cultural and Regional Studies: American Civilization (anrechenbar als 701 Wahl[pflicht]fach für den UniStG Diplomstudienplan, 1. Studienabschnitt) 2st, VO Cultural and Regional Studies: The USA Michael Draxlbauer, Mon 12­14, C2 (ab 10.3.) This survey lecture course is designed to introduce students to the comparative and interdisciplinary study of U.S.­American culture(s). It sets out to provide the background in history, geography and demography (immigration and social identities, “race” and ethnicity) necessary for a deeper understanding of U.S.­ American life and arts in a foreign­language­ learning context. Special sessions will deal with the political system, American “imperialism”, Native Americans/“Indians”, African Americans/“Blacks”, Hispanics and Asian Americans. We will also focus, in an exemplary fashion, on topical issues of the day – and all along the way, we will look at the many historical, political, and ideological differences (and similarities?) between the United States and Canada. A reader will be provided. There is a final examination based on topics covered during the course. 405: Cultural and Regional Studies: Irish Studies (NICHT anrechenbar als K231!) (anrechenbar als 701 Wahl[pflicht]fach für den UniStG Diplomstudienplan, 1. Studienabschnitt, und als K 701 für den alten Studienplan) 2st, VO Werner Huber, Tue 16­18, C2 (ab 11.3.) Contents: This series of lectures will address a wide range of topics relating to Irish history, society and culture and will be structured around the following subjects: Irish History (from mythological times to the present), 'The Troubles', Northern Ireland/The North of Ireland, Celtic
44 Tiger Ireland, Geography, Folklore, Language, Society and Politics, Diaspora and Irishness, Music, Literature, Film and the Media. Aims: It is the aim of this lecture course to supply basic background information for the study of Irish literature and culture and to provide an introduction to the tools and methodologies of Irish Cultural Studies. Method: lecture course; classroom discourse will be supplemented by visual aids (excerpts from documentary and feature films). Requirements for credit: written final test. Reading: A reader and supplementary material will be provided on an e­learning platform. Therefore, students are asked to familiarise themselves in advance with the Blackboard Vista platform; for introduction and self­guided tour, please see https://www.univie.ac.at/ZID/elearning­infos­studierende/ 501: Interdisziplinäre Lehrveranstaltung nach dem UniStG Studienplan für das Diplomstudium (anrechenbar als K701/K801 nach dem AHStG Studienplan sowie als 701 Wahl[pflicht]fach nach dem UniStG Studienplan) 2st, AR Registration see p. 17ff. “Because It’s Cool”: Transatlantic Dialogues on “American” and “Austrian” Cultures Astrid M. Fellner & Klaus Heissenberger, Tue 18­20, Unterrichtsraum (ab 11.3.) Content: This course seeks to analyze a variety of processes in which U.S. American cultural products have been transferred to and appropriated in Austria since the 1980s, such as popular music, movies, or consumer and mass culture (McDonald’s, Starbucks, etc.) The de­ and re­ territorialization of cultural products raises questions regarding concepts central to cultural studies; the diverse relocations and re­placements of cultural objects make cultural representations, meanings, identities and differences, and identification problematic on a theoretical and practical level, highlighting what has been the central issue in cultural studies: the politics of culture. Assessment: class participation; participation in two­week student exchange with Bradley University students in which students attend classes offered by BU faculty in Vienna, poster presentation of collaborative work with BU students, and written assignments. Aims: On the one hand, this course aims to increase and deepen students’ prior knowledge of significant concepts in contemporary cultural theories, esp. regarding popular and mass culture. On the other, this class will enable students to use concepts in critically reflected ways to engage effectively in contemporary cultural discourses and debates, especially with regard to “Americanization” and anti­Americanisms (as dimensions of or in relation to globalization), the “clash of civilizations” and cultures, cultural transfer and cultural change.
45 Method: Small­group and all­class discussions of texts from the reader, group presentations and collaborative work with students from Bradley University. In the first third of this class, students will share readings with BU students on the history and different cultures of Vienna. The second part of this class (May 22 to June 7) consists of meetings with BU students and their professors. Based on their preparatory theoretical work and their practical investigations with Bradley students, Vienna students will then investigate selected topics in more detail. Reading: A course reader will be available at CopyStudio Schwarzspanierstraße. For further information, see http://homepage.univie.ac.at/Klaus.Heissenberger “The Shadow of the Other Subject” ­ Cultural­historical Meanings of Intertextual Reconfigurations of Scriptural Female Figures in Literature Melanie Feratova­Loidolt, Fri 12­14, Room 5 (ab 14.3.) In this course, we will focus on “scriptural” female characters – such as Judith, Salome, Beatrice (Dante) – who are complexly reconfigured in Victorian, fin­de­siècle, and post­war male­ authored texts. The stories of these female figures under consideration centre on a dynamics of “veiling” and “unveiling” wherein sexual politics is inscribed and/or upset. The title of this course is taken from an essay of the poststructuralist­psychoanalytical thinker Jessica Benjamin who argues that the patriarchal conception of “the self” is “paradoxically invested in using the [female] other to represent what is despised or intolerable”. Benjamin’s argument will be part of the theoretical framework for our analysis. The course, however, also understands the title in a broader way, considering questions such as: “How do the subjects (i.e. the themes) of original texts intertextually cast a shadow on Hardy’s Jude the Obscure, Wilde’s Salome, and Golding’s Free Fall?”; “How do the authors reconfigure these female characters as “the Other” or as “Subject” in specific historical contexts?”; “Why do they place them as the centres to articulate struggles or radically enact contradictions and ambiguities revolving around reason and spirit; education, poetry and desire; morality and perversion?” Hardy’s assault against Victorian moralism, Wilde’s radical staging of Salome, and Golding’s struggle with dualisms will be compared with examples taken from M. Shelley, A. Sexton, I. Murdoch, “Orlan”, Cindy Sherman, who introduce a female perspective on the points discussed. The course is based on an interdisciplinary analysis of theory, literature, myth, art, illustration, photography, and performance­art: relevant material will be provided in a “Reader” available at the copy­studio “Schwarzspanierstrasse”. Required Readings (texts available at Kuppitsch am Campus): ­­­ Thomas Hardy. Jude the Obscure.(1895) ­­­ Oscar Wilde. Salome. (1891) ­­­ William Golding. Free Fall.(1959) Requirements: regular attendance & portfolio­notes, participation in critical discussions, oral presentation of a chosen topic (10­15 mins), final written exam. For further information see: http://homepage.univie.ac.at/melanie.feratova­loidolt
46 Why Our Minds Need Our Bodies – An Introduction to Cognitive Linguistics 2st, VO (no registration) Michael Kimmel & Ronald Kemsies, Mon 18­20, Unterrichtsraum (ab 10.3.) Content: Cognitive Linguistics (CL) is a growing paradigm in linguistics radiating into many neighboring fields. It claims that the human language faculty is fundamentally rooted in perception, movement and bodily interaction with the environment. CL emphasizes the interconnectivity of cognition and the comprehension of abstract concepts via concrete ones. For instance, the expressions to get stuck in a relationship or driving in the fast lane of love reflect a deeper, more general conceptual structure defining LOVE AS A JOURNEY. CL explains linguistic phenomena with reference to tacit conceptual structures whereby a linguistic community construes its reality (e.g., categorization principles, conceptual metaphors and metonymies, blends, scripts and frames). These notions, in turn, help explain how cultural universals give rise to specifics. Aims: The course introduces students to key notions and methods in CL drawing on illustrations from spoken discourse, poetry, narrative, journalism, visual art, advertising, gesture, and humor. The course’s strong applied thrust will enable participants to identify, group and appropriately analyze metaphors and metonymies with regard to their underlying conceptual structure. Method: Learning platform Blackboard Vista, presentations (optional), small assignments and group­ activities. Reading: Reading requirements will be provided in the first lecture. Assessment: Oral exam. Signifier­Signified­Referent. Post/structural approaches in gender, cultural and postcolonial studies Birgit Langenberger, Tue 10­12, Room 5 (ab 11.3.) This course is an introduction to structuralist and poststructuralist theories of language with particular emphasis on the relation signifier­signified­referent. After providing a survey of structuralism (F. Saussure) we investigate in detail the deconstruction of the unity of the sign and its radicalization (“floating signifiers”) in poststructuralist theories of language (J.Derrida). Next we consider the impact of post/structuralism on gender­, cultural, and postcolonial studies in regard to methodology. In contrast to views of language which confuse the signified with the referent, i.e. rest on a tacit essentialism, our focus will be on the deconstructivist subversion of binary oppositions. Thus we do not merely reverse the hierarchical values of sex/gender, male/female, culture/nature, West/East, and colonizer/colonized but, by destabilizing both parts, reveal these as historically and culturally contingent constructions. Requirements: regular attendance, participation in critical discussions, short written papers Texts/Readings: A reading list will be provided in the first session.
47 Approaching ESP Texts KO, 2st Ute Smit, Mon 10­12, Room 5 (ab 10.3.) Content In this interactive course, we will focus on ESP texts of different kinds within an applied linguistic framework. By keeping the overall aim of ESP teaching in mind, we will describe and analyse the features and structures of a selection of text types, or genres. Apart from a reflective introduction to discourse and genre analysis, this will also entail learning to use language corpora, i.e. computerised collections of texts, and the associated concordancing software. This course falls into three parts: introduction to the applied linguistic framework; practical experience in analysing ESP genres; and student projects on specific language aspects of an ESP genre and how they could be taught. This is Course 2 of the module on Teaching English for Specific Purposes, and should be attended after Course 1 ("World of Work"). Assessment Students have to complete a project analysing one genre of their choice using the methods of computer­assisted genre analysis presented in class. Assessment is based on student participation in class, and the project described above (including oral and written presentation). Aims This course aims to show students how to access and work with text sources as an aid in using and developing teaching materials. Method Small­group and all­class discussions based on readings and tasks, project work (individually or in pairs) applying genre and corpus analysis, small­group presentations, written project report Reading The required reading will be given out in class. FACHDIDAKTIK/L ANGUAGE TEACHER EDUCATION Hinweis für Studierende des Lehramtsstudiums nach dem AHStG Studienplan: Da keine Lehrveranstaltung K 603 mehr angeboten wird, besuchen Studierende nach dem AHStG Studienplan ebenfalls eine Lehrveranstaltung 601 (Introduction to Language Teaching 1).
48 601: Introduction to Language Teaching I (anrechenbar als K 603) Hinweis für Studierende des Lehramtsstudiums (Beginn WS 2002 oder später): Diese Lehrveranstaltung kann frühestens nach positiver Absolvierung der Einführungslehrveranstaltungen (Studieneingangsphase) und der ILS 2 (112), also frühestens ab dem 3. Semester, besucht werden. Danach folgt nach positiver Absolvierung von Introd. to Lang. Teaching 1 im ersten Studienabschnitt die Lehrverstaltung Introduction to Lang. Teaching 2. Gemeinsam sind diese beiden Lehrveranstaltungen Voraussetzung für das fachbezogene Schulpraktikum (FAP) bzw. die Begleitlehrveranstaltung zum FAP (621), die in den 1. Abschnitt vorgezogen werden können. Das FAP und 621 sind Voraussetzung für themenspezifische Kurse des 2. Abschnitts, von denen einer ebenfalls in den 1. Abschnitt vorziehbar ist. 2st, UE Registration see chapter Anmeldungen, p. 17ff. The objectives of this course are to prepare students for the Schulpraktikum by focusing on the diverse roles and tasks of the EFL teacher, the basic concepts of CLT, lesson planning, classroom management and practical teaching techniques, as well as observation criteria. Core Content
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Teacher's roles
Language learners and foreign language learning
Presenting and explaining
Classroom management, classroom language
Lesson observation
Planning lessons
The communicative classroom
Teaching vocabulary and teaching listening
Language teaching games
General information on aspects of curricula and syllabuses There will be opportunity for peer teaching and students will be expected to observe experienced teachers. Assessment will be mainly based on portfolios. Courses: Sigrid Katzböck, Fri 10­12, Room 4 (ab 14.3.) Barbara Mehlmauer­Larcher, Tue 9­11, Room 3 (ab 11.3.) Barbara Mehlmauer­Larcher, Tue 12­14, Room 3 (ab 11.3.)
49 602: Introduction to Language Teaching 2 2st, UE Registration see chapter Anmeldungen, p. 17ff. Building on 601 Introduction to Language Teaching 1 this course is another step in the preparation for the so­called Schulpraktikum. General topics of course 601 will be discussed with regard to further issues of English language teaching listed below: Core Content
· Grammar teaching
· Teaching reading, writing and speaking
· Classroom assessment
· Curricula, syllabuses and course design There will be opportunity for peer teaching and students will be expected to observe experienced teachers. Assessment will be mainly based on portfolios. Courses: Christian Holzmann, Mon 14­16, Room 4 (ab 10.3.) Barbara Stefan, Thu 8.30­10, Room 4 (ab 13.3.) Daniela Weitensfelder, Thu 16­18, Room 4 (ab 6.3.)
50
51 2. STUDIENABSCHNITT PART II (COURSES FOR 2 ND DIPLOMA EXAMINATION) SPRACHKOMPETENZ/LANGUAGE SKILLS By the end of your course of studies you should have reached a level of English that has been described as ‘Mastery’. This does not imply a native­speaker­like command of the language, it simply means that you are a very advanced or highly proficient user of English, with a wide range of different language competencies at your disposal. You will be equally at home using English for day­to­day personal or public communication, or for teaching, or for any other professional activity for which you have the relevant subject qualifications. At this stage in your studies you may want to ‘specialise’, which is why the Topic Related Courses round off the language programme. Here you can choose from various options that interest you or are relevant to your present or future needs, for instance English for Specific Purposes, Creative Writing, Academic Writing Skills, Advanced Oral Skills, Literary Translation, The Language of Newspapers / Magazines. Details of the courses available in the current semester appear below. OVERVIEW Language Skills, Part II NR. 121 122 123 ­ 126 TITLE TYPE UE Advanced Integrated Language Skills 1 (AILS 1) Advanced Integrated UE Language Skills 2 (AILS 2) Topic­related course UE SEMESTER HOURS 2 2 2 Students on the old curriculum (AHStG): Since the old type Englische Sprachübungen V / VI are no longer taught, students on the old curriculum have to obtain pass grades in three courses from the new curriculum in order to complete the language competence component. One of these courses must involve translation (121), another must focus on advanced writing (122, 123) and the third class is to be chosen from the remaining codes. In accordance with regulations for the old curriculum, language courses of the second part of studies need not be taken in a particular sequence. Depending on availability it will be possible to attend two classes (with different codes!) in one term. Registration for the second class is only possible in the Nachmeldefrist. Please note: If you have already completed Englische Sprachübungen V and VI, registration for a topic related course (Freifach K 801) is only possible in the Nachmeldefrist. Students who have not yet completed the language programme are given preference. Students on the current curriculum (UniStG, Diplomstudium 343 and Lehramt 190 344): If you have already completed the first diploma examination, you can choose from all code
52 numbers (please note: 121 is not compulsory in the Diploma programme!). If you have not yet completed the first part of your studies, you can bring forward up to two courses, one of which must be 121. Depending on availability it is possible to register for a second course (with a different code) in the Nachmeldefrist. Lehramtsstudierende should keep in mind that for them 121, 122 (in this sequence!) plus one topic related course are obligatory. (It is, of course, possible to complete additional topic related courses for your “Freie Wahlfächer”). The courses "World of Work 1" and "World of Work 2" (124) have been designed as part of the ESP module and are thus especially recommended to students (on both the old and the new curriculum) who intend to complete all parts of the ESP module. Contact Mag. B. Mehlmauer­ Larcher if you are interested. 121, 122: Advanced Integrated Language Skills 1 & 2 2st, UE Registration see chapter Anmeldungen, p. 17ff. The overall concern of these courses is to enhance linguistic awareness and sensitivity. The aim of 121 AILS 1 is to use the analysis and production of texts in English and German to enable participants to gain insights into the way specific languages work, on the basis of comparing and contrasting different types of texts in these two languages. The approach used will be wide­ranging, from examining details of linguistic usage to considering the cultural background and the ‘clash of cultures’. This will involve both translation criticism and practical translation between English and German. Having successfully completed the course, students should find that they are better equipped to function as ‘transcultural mediators’. Assessment will be based on homework, classwork and tests. The aim of 122 AILS 2 is to help students generate original texts of various kinds, with special emphasis on essays of a general as well as an academic nature. The overall concern at this level is to develop sensitivity to stylistic differences and to help students handle the wide range of lexical and syntactic options available in English. Courses: 121 John Heath, Tue 13­15, Room 2 (ab 11.3.) Peter Kislinger, Thu 11­13, Room 1 (ab 13.3.) Isobel Lipold­Stevens, Wed 8­10, Room 4 (ab 2.4.) 122 Harriet Anderson, Wed 14­16, Room 4 (ab 2.4.) Leigh Bailey, Tue 8­10, Room 1 (ab 11.3.) Leigh Bailey, Wed 11­13, Room 2 (ab 2.4.) Isobel Lipold­Stevens, Mon 8­10, Room 4 (ab 10.3.) Isobel Lipold­Stevens, Thu 8­10, Room 1 (ab 13.3.) Johann Unger, Thu 16­18, Room 5 (ab 13.3.)
53 Topic Related Courses (TRCs) 2st, UE Registration see chapter Anmeldungen, p. 17ff. Courses: 123: Languages Side by Side in Cultural Management for Music Leigh Bailey, Mon 10­12, Room 2 ( ab 10.3.) Content Because music itself can be considered an international language, many types of musical performances and productions involve translation in some form in order to make them accessible to an international audience. The text types concerned range from the librettos of operas and the lyrics of musicals and songs, through plot summaries and programme notes to the notes accompanying recorded music products. Aims The course will enable participants to gain an insight into the range and quality of texts in this field and to provide them with the basis for dealing with and producing such material themselves, whether in a personal or a professional context. Method/Assessment This course will examine a wide range of texts in English and German together with their published translations. Coursework will also involve both the critical evaluation and the practical translation of such texts in the form of homework exercises and a final test. Participants will also be expected to produce a critical evaluation of a text of their own choosing in the form of both an oral presentation and a written paper. Assessment will be on the basis of these exercises. 124: World of Work 1 (ESP) Liselotte Pope­Hoffmann, Mon 14­16, Room 5 (ab 10.3.) This course has been designed as part I of the ESP module and thus is based on the assumption that participants will complete all parts of the ESP module. It offers students an introduction to text types relevant in a wide range of professional contexts, e.g. business, tourism, marketing, human resources and design. The overall aim of the course is to develop students’ expertise and to increase their self­ confidence in dealing with specialist texts. The skills acquired in the course are of particular relevance for future teachers at “BHS” schools as well as for students who intend to use English in a professional context other than teaching. Semester grades will be based on continuous assessment (including an oral presentation) and a written exam. 124: World of Work 2 (ESP) Amy Krois­Lindner, Tue 9­11, Room 2 ( ab 11.3.) World of Work II is offered in addition to World of Work I, and can be taken as Course 1 or Course 4 in the ESP module. The course offers students an introduction to key concepts and text types from a range of professional contexts, including business, law, technology, science and
54 medicine. The overall aim of the course is to develop students' expertise and to increase their self­confidence in dealing with specialist texts. Attention will be paid to developing strategies for dealing with unfamiliar content areas, with an emphasis on analyzing relevant text types. The skills acquired in the course will be of use to future ESP teachers as well as to students who intend to use English in a professional context other than teaching. Semester grades will be based on continuous assessment (including an oral presentation) and a written final exam. This course has been designed as part of the ESP module and thus is based on the assumption that participants will complete all parts of the ESP module. 125: Advanced Oral Presentation Skills Harriet Anderson, Wed 9­11, Room 2 (ab 2.4.) Aims: The ability to speak with ease and impact is central to both academic and professional life. This course aims to help you do just that. Content: We will deal with oral presentation skills in all their variety:
· vocal elements eg. releasing your voice, expressiveness, pacing, pitch and volume
· physical elements eg. centering techniques, gesture, poise, personal space
· verbal elements eg useful phrases, strategies to increase impact, giving and receiving feedback, structuring content, narrowing down the topic, formulating a take­home message
· audience elements eg. understanding your audience, building rapport with individuals and groups, adapting to situation, formulating audience outcomes The focus will be on learning by doing and developing personal presence. You will have the opportunity to practise a wide range of speaking activities. Assessment: Class participation; a formal oral presentation given in class; a written analysis of your formal presentation; a folder to be handed in at the end of the semester. 125: Advanced Oral Presentation Skills Amy Krois­Lindner, Thu 10­12, Room 4 (ab 13.3.) This course offers students in part two of their studies an opportunity to work on presentation and discussion skills. The course focuses on developing advanced oral presentation and speaking skills necessary for seminar presentations and discussions. Topics include the planning of an oral presentation (narrowing a topic, analyzing the audience, clarifying the message, etc.), “physical” aspects of public speaking, such as
· body language and use of the voice;
· presentation aids (using Powerpoint, talking about visual material, etc.); as well as language­related aspects of oral communication, such as
· expressions for structuring a talk;
· rhetorical devices for emphasis;
· useful phrases for interrupting, making a point, agreeing, etc. Students will engage in a variety of speaking activities and will be required to hold one shorter talk as well as a longer formal presentation. Students must also submit a written portfolio documenting the learning process.
55 TEACHING E
E NGLISH FOR S
S PECIFIC P
P URPOSES (ESP) ESP is an expanding field which opens up new career perspectives for students of English:
· teaching in business & vocational schools (HAK, HBLA, HTL)
· adult education
· occupational fields outside the teaching profession (e.g. journalism, cultural management, marketing, advertising) AIMS: ü introduce students to selected content areas ü enable students to work with ESP texts ü prepare students for different teaching contexts COURSES: • World of Work 1 (2 W.Std.) • Approaching ESP Texts (2 W.Std.) • ESP Methodology (2 W.Std.) • World of Work 2 or External Course (2 W.Std., for further information go to our homepage) STRUCTURE OF MODULE: Participants should start with World of Work 1 and then do World of Work 2,
Approaching ESP Texts and ESP Methodology (prerequisite for this course: Introduction to Language Teaching 1 & 2, Schulpraktikum + 621). The external course can be done at any time. O The following courses are offered in the summer semester 08: O
World of Work 1 Liselotte Pope­Hoffmann, Mon 14­16, Room 5 (ab 10.3.) World of Work 2 Amy Krois­Lindner, Tue 9­11, Room 2 ( ab 11.3.) Approaching ESP Texts Ute Smit, Mon 10­12, Room 5 (ab 10.3.) ESP Methodology Barbara Mehlmauer­Larcher, Mon 12­14, Room 4 (ab 10.3.) Anrechnung: Die LVs können entsprechend ihren Prüfungscodes innerhalb der Studienpläne angerechnet werden oder für die freien Wahlfächer herangezogen werden. Pre­Registration from 28 th Jan. till 1 st Febr. 2008: e­mail to barbara.mehlmauer­larcher@univie.ac.at For further information visit: www.univie.ac.at/Anglistik/ESP or come to our info­meeting with a last possibility to register on Tue 4th March 2008, 11.00 Computerraum (first floor)
56 SPRACHWISSENSCHAFT/LINGUISTICS 221/K518, K531: Core Lecture Linguistics This lecture course is intended as a follow­up to the Introduction to Linguistics of the first part of studies and will introduce students to different theoretical and descriptive approaches (including their historical background where appropriate) in order to prepare them for the more specialised work in advanced Seminars and other courses. Students are expected to do extensive reading on their own based on an obligatory reading list provided during the term, and will be examined both on the lecture itself and the reading list. Core Lecture 2st, VO Dieter Kastovsky, Tue 14­16, C2 (ab 11.3.) This lecture will deal with the levels of phonology, i.e. sound structure, morphology (inflectional and derivational), i.e. word structure, morphonology (the interaction of phonology and morphology), and semantics, i.e. the structure of meaning. The approach will be both theoretical and descriptive, and will also including a historical perspective discussing the genesis of the basic linguistic concepts involved. The aim of the course is to provide a survey of approaches to the description of these major linguistic levels and insights into their historical development. A reading list will be provided at the beginning of the term. This and the contents of the lecture will be the basis of the final written exam. Assessment: final exam 222, 821/K511, K512: Linguistics Seminar 2st, SE, p.A. Courses: English word­formation Dieter Kastovsky, Tue 10­12, Besprechungszimmer (ab 11.3.) Word­formation deals with the creation of new lexical items according to productive morpho­ semantic patterns, such as compounding (beefwar, history­changer, homepage, couch potato, walkman, Euroland, glide­walk), prefixation (rebrand, unmurder, download, minidisk), suffixation (slacker, quizzee, Nettie, Blairite), blending (Clintonomics, cybercafé, Dimania, docusoap), acronyms (DVD, HTML). Especially the latter less regular patterns have become very productive in the last years and will form one focus of the seminar. Another part will concentrate on Neo­Latin formations such as astronaut, astrology, Anglo­Norman, their history and structural position in Modern English. Finally, we will look into the history and rivalry of native and non­native patterns of the type disconnect, detoxify, unfasten; afterthought, post­war; asymmetric, disloyal, incapable, non­white, unfair; ante­diluvian, foretell, precook, prototype. Assessment: oral presentation of a paper in class (ca. 45 minutes), written version of the oral presentation (ca. 20 pages), active participation in the seminar discussions
57 Mandatory reading Bauer, Laurie, 1983. English word­formation. (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press Dieter Kastovsky: English word­formation. Lecture notes (available via e­mail from Christine Klein) As additional introductory reading the following are suggested: Hans Marchand. 1969. The categories of present­day English word­formation. 2nd revised edition. Munich: Beck. Plag, Ingo, 2003. Word­formation in English. Cambridge: Cambridge University Press. Cross­cultural communication Barbara Kryk­Kastovsky, Mon 10­12, Besprechungszimmer (ab 10.3.) Content: The seminar focuses on problems arising in communication between members of different linguistic­cultural communities. It covers the latest approaches to the relation between language and thought, i.e. linguistic relativity. Some theoretical issues to be discussed at the beginning of the course will include: the Sapir­Whorf hypothesis, the scope of linguistic relativity, the plausibility of postulating semantic/pragmatic/cultural universals, etc. The more detailed problems addressed later are as follows: a) cross­cultural pragmatics: cultural values reflected in speech acts used in different languages; different cultural values of such allegedly universal notions as (in)directness, intimacy, informality, etc. b) cross­cultural semantics: culture­specific concepts, cultural scripts c) ethnopsychology: emotions and moral concepts across cultures. Assessment: Paper presentation; written version of the paper to be handed in; class participation. Bibliography: Available at the beginning of the course The Sociolinguistics of L2 Englishes Gabriella Mazzon, Fri 10­12, Besprechungszimmer (ab 14.3.) Content: This seminar concentrates on the impact of the adoption of English as a Second Language on pre­existing sociolinguistic situations in various communities. We will read some relevant literature and develop individual projects in which the different aspects of this phenomenon will be analysed and compared. The opening sessions of the seminar will be devoted to an overview of the consequences of the adoption of ESL in terms of: language attitudes, repertoires, educational systems, language mixing, ideological and political overtones, literatures in English, and related issues. Assessment: Class participation; paper presentation; research paper. Aims: The aim of the seminar is to acquaint students with the extent of variation in the ways English is
58 interpreted and appropriated in different communities, with different social functions, and to introduce them to sociolinguistic fieldwork­based studies. Method: Small­group and all­class discussions, paper presentation on individual projects applying the relevant methodologies (possibly in seminar conference format), research paper of 20 (minimum) to 25 pages (maximum). Reading: Students will need to look at case studies on individual ‘New Englishes’ as well as at general discussions of related issues, including those described in: Parakrama, A., 1995, De­hegemonizing Language Standard, London, Macmillan. Pennycook, A., 1994, The Cultural Politics of English as an International Language, London, Longman. Further reading suggestions will be offered at the beginning of the seminar. Right today, wrong tomorrow: how and why some ways of using English come to count as bad Nikolaus Ritt, Mon 16­18, Room 2 (ab 10.3.) Content: In this seminar we will look at aspects of English usage that are sometimes considered as ‘bad’ ­ particularly by people to whom linguistic propriety matters. Topics selected for discussion will cover a wide range and include phenomena like /h/­dropping or ‘intrusive’ /r/, non­standard ways of dealing with third person {s}, split infinitives, violations of the subject­verb­object order, the excessive use of –ing forms, the use of I was like instead of I said, the use of sympathetic to mean likeable, etc., etc. For all cases selected, we shall ask questions like: For how long has the usage in question been regarded as bad? By whom? Where? Why? How long will it continue to be stigmatised? And should it? Assessment: Participants will be assessed on the basis of oral presentations and written research papers. All presentations will take place during a seminar conference on Friday May 30 th afternoon, and all day Saturday May 31 st , concurrently with Prof. Seidlhofer’s seminar. Full participation in the conference is mandatory, so please bear this in mind when registering for the course. Aims: The aim of the course is to refine our understanding of linguistic norms, their socio­historical variability, as well as the purposes they serve. Additionally, the course intends to give participants the chance to carry out small linguistic research projects, and to gain experience in solving the problems that such work brings about. Method: In an introductory phase, the agenda of the seminar will be presented and discussed, and participants will develop their research questions. In the following workshop sessions we will discuss issues that arise as participants begin to tackle their projects (e.g. the search for literature, the choice of appropriate approaches and theories, or the assessment of evidence). During a seminar conference in the first half of May participants will report on the progress of their projects and attempt to make their findings relevant to one another. The final part of the seminar will be dedicated to the production of written research papers, which will be due in the first week of July.
59 Beyond Words: Capturing the Reality of Spoken Discourse Barbara Seidlhofer, Wed 11­13, Besprechungszimmer (ab 2.4.) Content: In this seminar, we will have a close look at spoken discourse in English, how it is carried out, how meaning is negotiated among speakers, and how complex the task is of capturing what goes on. We will investigate theoretical and practical issues of data collection, corpus compilation (e.g. selection, transcription) and linguistic description, and conduct a critical enquiry into what inevitably gets lost and what gets added when data are made amenable to analysis. We will work with examples that participants choose themselves, e.g. comparisons of interpretations of scenes from play­and filmscripts, transcriptions of actual interactions, etc. and analyse the processes of trying to "transcribe the untranscribable". The objective of this course is to familiarize participants with both the relevant theoretical background and appropriate procedures and techniques for conducting empirical research into spoken discourse in English, and to raise awareness of both the potential and the limits of this research activity. Method: In an introductory phase, the agenda of the seminar will be presented and discussed, and participants will develop their research questions. Participants will be given guidance in choosing a type of interaction they are interested in and gathering their own data for description and discussion. The core of the course will be participants' own small­scale empirical projects focusing on the analysis of spoken interactions of their own choosing. The final part of the seminar will be dedicated to the production of written research papers, which will be due in the first week of July. Assessment: Participants will be assessed on the basis of oral presentations, active participation in discussions and written research papers. All presentations will take place during a seminar conference on Friday May 30 th afternoon, and all day Saturday May 31 st , concurrently with Prof. Ritt's seminar. Full participation in the conference is mandatory, so please bear this in mind when registering for the course. Reading: A short reading list will be made available to registered participants to help preparation for the first few sessions in the summer term. Language contact in the history of English Herbert Schendl, Thu 13­15, Besprechungszimmer (ab 6.3.) Content: Throughout its history, English has been in contact with numerous languages, many of which have left permanent traces on its structure. This seminar will investigate language contact in general and the effect of this phenomenon on the English language from medieval times to the present in particular. Though the emphasis will be on British English, other varieties of English will also be looked at, including varieties of English in the ‘Outer Circle’, such as African and Asian varieties. Topics will deal with lexical, grammatical and phonological influence as well as with code­switching and other aspects of bi­ and multilingualism. Assessment: Written research paper (ca. 7000 words) and its presentation in class (ca. 25 minutes); class participation; written test based on required reading at beginning of seminar. Aims: To make students realize the importance of language contact for the development and structure of languages in general and of different varieties of English in particular.
60 Method: Interactive, student presentations and discussions. Reading: Information on required reading will be provided after registration. 223/224: Linguistics course (interactive) 1st, AR Registration see p. 17ff Courses: Introduction to Corpus Linguistics (for Language Teachers) Gunther Kaltenböck, Tue 16­18, ComputerLab 1st floor (11.3. – 29.4.) Block 29.4.: 16­20 Please note: max. 20 participants! Content: Computer corpora, i.e. electronically stored collections of spoken and written texts, have become an important tool for linguistic research, allowing us to uncover regularities of language use which are inaccessible to intuition. In recent years computer corpora have also found their way into language teaching, where they can be particularly beneficial for the non­native teacher. Aim: This course offers a very practical and hands­on introduction to a specific computer corpus, viz. the British component of the International Corpus of English. With the help of concrete examples we will explore their potential (and limitations) for language description. We will consider, for instance, how this corpus can help us identify lexico­grammatical patterns ( e.g. collocations) and language use and how corpora can be used in language teaching. Method: Participants will conduct their own mini­projects and present their findings in class (pair work possible); project paper (about 1500 words), task­based work with computer corpora (no special computer knowledge required), class discussions of set readings. Assessment:Class participation, in­class presentation of projects, project paper Reading: Occasional reading texts will be provided The Lexicon and Vocabulary teaching 1st, AR / NEW Penny Ur, Course A: Wed 16­17, Room 5 (ab 2.4.) Course B: Thu 10­11, Unterrichtsraum (ab 13.3.) In this course we shall be looking at various issues to do with the vocabulary component in an English­language teaching program: what the concept of ‘vocabulary’ includes (in the context of a foreign language course); its importance; selection and grading; aspects of the acquisition of vocabulary in a first and second language; the way vocabulary is presented in Austrian textbooks; effective vocabulary­teaching procedures.
61 Assessment: Summaries of short reading assignments, participation in class discussions, one short final written assignment. Aims: Students will appreciate the crucial importance of the teaching of vocabulary in English­ teaching programs, and some factors that can make this teaching more, or less, effective in practice. Methods: Short lectures, reading, interactive discussion, analysis of teaching materials. Reading: The required reading will be provided. 225: Linguistics course (interactive) (auch anrechenbar als K 518, K 531/532) (für Lehramtsstudierende nach dem UniStG Studienplan auch alternativ zu 223 wählbar) Lehrveranstaltungen mit dem Code 225 sind auch für die verschiedenen linguistischen Schwerpunkt­Module anrechenbar, bzw. für Lehrveranstaltungen nach dem alten Studienplan. Informationen zu den Linguistik­Modulen im Kasten weiter unten All courses with the code 225 are also eligible as 'special linguistics courses' (module courses 226/228, 236/238). More detailed information about linguistics modules in the box below 2st, AR Registration see p. 17ff Subject to availability places will also be allotted in the first lesson. Priority is given to students on the UniStG curriculum for whom attendance of such classes is compulsory. Courses: The multilingual mind Ulrike Jessner, Fri 9­16, Room 3 Block: 14.3., 30.5., 20.6. Content Due to globalisation and increased mobility in the world multilingualism has become an issue of major importance in research. In this class our focus will be on the multilingual mind. We are going to explore the representation of multilingual knowledge in the human mind plus the development of that knowledge. Although bilingualism research will form part of the basis of our discussions, our main attention will be directed towards third language acquisition. Topics of particular interest will be theoretical models of multilingual development and use, multilingual processing as well as the interdependence of social and linguistic aspects of multilingualism. Third language learning in the classroom will also present a topic of discussion. Assessment: class participation, paper presentation Aims: The main aim of the course is to get an overview of the complexity and dynamics of individual multilingualism and to apply this challenging feature to research. Method: Small­group and all­class discussions on set readings, paper presentation (pair work possible) in a seminar conference format Reading: A course reader will be provided
62 Introduction to Corpus Linguistics Gunther Kaltenböck, Tue 14­16, ComputerLab 1st floor (ab 11.3. 3.6.: Block 14­19) Please note: max. 20 participants! Content: Computer corpora, i.e. electronically stored collections of spoken and written texts, have become an important tool for linguistic research, allowing us to uncover regularities of language use which are inaccessible to intuition. In recent years computer corpora have also found their way into language teaching, where they can be particularly beneficial for the non­native teacher. Aim: This course offers a very practical and hands­on introduction to computer corpora. With the help of concrete examples we will explore their potential (and limitations) for language description. We will consider, for instance, how computer corpora can help us
· identify collocations, colligations and syntactic patterns
· specify lexical meaning (e.g. semantic prosody, register)
· notice preferred occurrence of words and syntactic patterns in certain text types
· answer questions of ‘grammaticality’ and appropriate use Method: Participants will conduct their own mini­projects and present their findings in class (pair work possible); project paper (about 2000 words), task­based work with computer corpora (no special computer knowledge required), class discussions of set readings. Assessment: Class participation, in­class presentation of projects, project paper Reading: Occasional reading texts will be provided Anglo­Saxon and Other Attitudes: Perceptions of English as a Global Language Barbara Seidlhofer, Tue 14­16, Room 5 (ab 11.3.) Content: English as both cause and effect of globalisation, with its spread into most domains of the public sphere and people's private lives, is bound to provoke reactions in those affected by this unprecedented phenomenon, i.e. all of us. In this course, we will examine current debates and arguments about the historical, socio­ political and linguistic developments of "World English" in an attempt to arrive at a balanced perspective on English as "the global language". Method: The focus of this course will be a critical reading of texts dealing with issues on which scholars in linguistics and related disciplines take very different positions. These issues include treatments of the following themes: standard language ideology, the ownership of English; variation across Englishes; linguistic and cultural imperialism. The objective of this course is to familiarize participants with both the relevant theoretical background underlying these issues and their implications for the description of English as well as for language policy and pedagogy. The course will be designed to focus on participants' own presentations and class discussion. Assessment: Participants will be assessed on the basis of oral presentations, active participation in discussions in the weekly session and a short final essay. Reading: A reader will be made available to registered participants.
63 Linguistik­Schwerpunktmodule: A 'module' consists of two courses of 2 semester hours (2st) each, which are topically related and thus form a thematic unity. (Please note: a module can only contain one lecture course.) At the moment, three such modules are offered in English linguistics: 1. Historical linguistics 2. Applied linguistics 3. Descriptive linguistics These courses have the numbers 226/228 and 236/238. Usually at least one course in historical linguistics and applied linguistics is offered every semester, so that students can finish a module within two to three semesters. Modules from other areas of linguistics (e.g. descriptive linguistics) are also offered, but less regularly, so that it may take longer to complete such a module. Special linguistics course 226 (auch anrechenbar als K 517, K 531/532) VO, 2st. Morphology I: English inflectional morphology – synchronic/diachronic (anrechenbar für deskriptives oder historisch­linguistisches Modul) Dieter Kastovsky, Mon 10­12, Unterrichtsraum (ab 10.3.) In connection with my retirement in autumn 2009 I would like to revive a long­forgotten tradition which figured prominently (and profitably) in my own university education: the lecture cycle, a more or less coherent series of lectures spread out over several terms with a common topic. Its aim was to provide a survey of some major area in linguistics or literature, which it would not be possible to fit into a one­term course, but which was topically connected. Looking back after many years of a progressively more fragmentized curriculum, which leaves the student at a loss to integrate piecemeal information into a coherent whole, I have decided that it was time to reconsider this traditional more comprehensive approach. The topic to be dealt with in this three­term series (SS 2008 – SS 2009) will be "Word­structure: synchronically and diachronically", an area which has been the subject of my research over the past decades. The first series will in its first part be concerned with an introduction into basic concepts of morphology, the role of morphophonology and a description of Modern English inflectional morphology. The second part will deal with the history of English inflection and the major typological changes that have played a role in its development. The second series (WS 2008/2009) will deal with derivational morphology (word­formation) from a synchronic point of view and the relationship between word­formation, semantics and the lexicon. The third series (SS 2009) will discuss English word­formation from a diachronic point of view and the general historical development of the English lexicon. Each part will to a certain extent be self­contained by having an introduction of its own, but in order for this series to achieve its purpose, it might be useful to attend more than just one part three parts (as we used to do fifty years ago). Assessment: final exam at the end of term Basis: lecture and additional reading suggestions
64 LITERATURWISSENSCHAFT/LITERATURE Grundsätzlich sind alle literaturwissenschaftlichen Lehrveranstaltungen des 2. Studienabschnitts für den Schwerpunktbereich (Wahlmodule 326/328, 336/338) anrechenbar. Bedenken Sie jedoch, dass ein 4­stündiges Modul nicht mehr als eine Vorlesung enthalten darf, und dass ein Modul den Bestimmungen des Studienplans (thematische oder literaturhistorische Zusammengehörigkeit, siehe Wegweiser zum Anglistikstudium) entsprechen soll. Alter Studienplan: alle literaturwissenschaftlichen Lehrveranstaltungen des 2. Studienabschnitts sind als K 531/K 532 anrechenbar. 321/326: Literature course 2st, VO Courses: The 19th Century English Novel (anrechenbar als K 525 und K531/32) Margarete Rubik, Tue 10­12, Unterrichtsraum (ab 11.3.) The lecture will give a survey of the heydays of English novel­writing and analyse some of the best­known authors and novels of the time and their engagement with the cultural and social changes Britain underwent in the course of the 19 th century. After a brief survey of the social and political background and of eighteenth­century fictional forms which served as models and sources of inspiration to nineteenth­century authors, we will discuss the development of the Victorian novel in its breadth and diversity. The focus will be on the famous writers and the well­known novels of the period. Although each of these representatives of the ‘great tradition’ of English fiction has his/her individual style, thematic interests and distinct flavour, an attempt will be made to point out recurring subjects and motifs, typical features of structure, narrative technique and point of view, and of characteristic attitudes and ideological standpoints. Assessment: Written end term test Aims: Survey of the development of the 19 th century novel and in­depth analysis of selected novels as paradigmatic of the writing styles and thematic concerns of the period Method: Lecture; knowledge of reading list expected. Reading : for the reading list go to the general course directory (online­VVZ, course no 120104) Traditions in American Poetry (anrechenbar als K524/K531/532) Waldemar Zacharasiewicz, Wed 10­12, Unterrichtsraum (ab 2.4.) / NEW The focus in this course for advanced students will be on major traditions in American poetry of the twentieth century. It will also include some anthologized poems from the 17 th to 19 th centuries (for instance, by Anne Bradstreet, Philip Freneau, Ralph Waldo Emerson and Henry Wadsworth Longfellow), and will consider selected poems by Walt Whitman and Emily Dickinson, who have, to various degrees, inspired major traditions in American poetry.
65 From the wide spectrum of poetic voices in the 20 th century significant modernist experiments by Imagists and Vorticists and expatriate poets such as T. S. Eliot and Ezra Pound will be chosen, as well as poems by William Carlos Williams and Wallace Stevens. Significant texts by the traditionalists (Robert Frost and E. A. Robinson) and the Fugitives will also be studied. The reading list will also include selected examples of the various “traditions of Whitman” and poems by the Confessional poets (E. Bishop, S. Plath, R. Lowell, J. Berryman, etc.). The course will also briefly consider texts by Beat Poets and the San Francisco and New York poets. Students are expected to acquire the latest edition of the Penguin Book of American Verse (Ed. Geoffrey Moore) and a Reader containing a few additional poems. 322, 821/K521, K522: Literary Seminar 2st, SE. p.A. Requirements: regular attendance, active participation in class, seminar paper (ca. 20­25 pp.) Courses: Global Designs: Cosmopolitanism and Cultural Space in Contemporary Canadian Literature Astrid Fellner, Thu 13­15, Room 1 (ab 13.3.) Content: Many concepts that recur in Canadian literature have a distinctly spatial character: wilderness, garrison, north, region, border, city, home. Interdisciplinary models emerging from cultural geography, post­colonial and feminist studies, as well as literary studies, are opening up new ways of theorizing spaces. What do these highly localized concepts mean in an age when corporate agendas and the distribution of international capital are configuring what Lawrence Grossberg calls a “spatial economy of power which cannot be reduced to simple geographical dichotomies—First/Third, Center/Margin, Metropolitan/Peripheral, Local/Global—nor, at least in the first instance to questions of personal identity” (“The Space of Culture, The Power of Space”170)? Assessment: active class participation; oral presentations; one 20­page term paper. Aims: Beginning with an introduction to current debates about globalization and Canadian literary studies, this class will attempt to rethink those connections by focusing on the tension between the local and the global in selected contemporary Canadian and Quebecois texts. In doing so, we will pay special attention to the idea of belonging and to evocations of community and nation as they are filtered through the lenses of region, gender, race, class, and sexuality. Specifically, we will look at writers and texts from Montreal, attempting to understand the relationship between literature, nationalism, and cultural identity in Quebec. Method: Critical readings of literary texts, class discussions, oral presentations. Reading: Gail Scott’s My Paris (1999); Dionne Brand’s What We All Long For (2005); Lola Lemire Tostevin’s The Jasmine Man (2002); Mavis Gallant’s “The Other Paris” (1956); Mordecai Richler’s “The Street” (1969); Michel Tremblay’s play “Hosanna” (1974). A course reader will
66 be available at CopyStudio Schwarzspanierstraße. For further information, see http://homepage.univie.ac.at/Astrid.Fellner James Joyce, Ulysses Werner Huber, Thu 9­11, Room 5 (ab 6.3.) Contents: James Joyce (1882­1941) is undoubtedly one of the masters of modern literature. His novel Ulysses is arguably the most significant and most influential piece of literature written in this century: 'the novel to end all novels'. Yet, Joyce has the reputation of being difficult, hermetic, arcane. Aims: It is the aim of this course to make Joyce accessible and to explore the richness and originality of his work by an approach, which favours small, but increasingly steady steps, i.e. chapter­by­chapter analysis. It will also be necessary to consider Ulysses in relation to other works in the Joyce canon, to film adaptations, and most importantly, to relate it to the contexts of Irish life and Irish culture of the early 20 th century. Method: class discussions of selected chapters, student presentations on selected topics. Requirements for credit: regular attendance, active participation in class, oral presentation, research paper (20­25 pp.), final (written) test. Required reading: James Joyce, Ulysses, ed. Jeri Johnson, Oxford University Press – World's Classics, ISBN 0­19­282866­5. Trauma, Memory, and Narrative in the Contemporary South African Novel Ewald Mengel, Tue 10­12, Room 4 (ab 4.3.) Content South African literature abounds with traumatized individuals and traumatizing events. Rape, torture, murder, civil war – violence in all imaginable shapes and sizes – are characteristic features of the contemporary South African novel. The novelists themselves seem to have been traumatized by history. They were witnesses of what happened under the apartheid regime; more often than not, they were victims who decided to leave their home country, either because they could no longer endure what was going on, or because they were forced to go into exile. In their novels they feature traumatized individuals and put their experiences into words. Their works also bear witness to the collective trauma of their nation, and, as such, they are narrative attempts of coming to terms with the past. Aims This seminar will elucidate the relation of trauma theory, memory, and narratology with the help of examples taken from the contemporary South African novel. Methods Paper presentation, all­class discussion of mandatory readings, applying modern trauma theory and narratology to the selected novels, research paper of 22 to 25 pages, final written test. Reading Rachel Zadok, Gem Squash Tokoloshe, Lisa Fugard, Skinner’s Drift, Patricia Schonstein, A Quilt of Dreams, Zoe Wicomb, David’s Story, Jann Turner, Southern Cross (all available in paperbacks).
67 The War of the Sexes: Restoration drama and its portrayal of gender stereotypes Margarete Rubik, Fri 10­12, Room 5 (ab 7.3.) Content: Restoration comedy is still frequently performed on British stages; the cynicism, materialism and promiscuity of the society depicted give it a continued relevance and interest for modern audiences. We will interpret a number of well­known Restoration plays to survey the typical dramatic genres of the time and to analyse the portrayal of gender stereotypes, social decorum and sexual politics. In addition, we will analyse the language and style, in particular the use of conceptual metaphors indicative of implicit assumptions and values, and the role of humour, and we will inquire whether there is a difference between male and female playwrights as regards style, character portrayal and attitudes towards gender and nationality. Assessment: seminar paper (10 000 words), short oral presentation; class participation; written final essay. Aims: Survey of Restoration drama by an interpretation of key texts; analysis of stereotypes and gender roles; analysis of implicit and explicit means of conveying ideological assumptions (as regards gender, nationality, class etc.) Method: Weekly meetings (attendance obligatory) to discuss the plays from various angles; participants are to read all the plays; brief oral presentation of speakers giving introduction and background material to the respective topic; seminar paper of approx. 10,000 words on a topic of choice. Teachers and Teaching Methods as Presented in Selected English Narrative Literature from the 1980ies to 2007 Franz Wöhrer, Mon 14­16, Room 2 (ab 3.3.) Contents: The seminar will explore Frank McCourt’s Teacher Man (2005) and ten short stories by contemporary authors (including H. Simpson, Eilis Ni Dhuibhne, W. Trevor, T. C. Boyle) featuring different kinds of teachers from different cultural and social backgrounds. In these texts teachers of diverse educational institutions are shown either within the classroom or in their private spheres. Several of the texts highlight the teaching methods employed and the teacher’s didactic skills (or lack of them). The narratives dealing with the teacher’s private life address such issues as the detrimental impact of the teaching job on the teacher’s love­relationships and/or married life, as in Mary Scott’s Language (1991), in which a teacher’s obsession with “English grammar” results in the destruction of her marriage. Frank McCourt’s memoir is based on thirty years of his experience as a teacher in various New York high schools, before he became the acclaimed author of Angela’s Ashes (1997). McCourt’s autobiography is a comprehensive and illuminating resource for the study of various class­room situations in a multicultural environment as well as for exploring (and critically assessing) his methods of teaching English literature and his pedagogic skills. Method: Interactive multi­media­aided teaching; students’ presentations and discussion Aims:
68 Advancing students’ skills in writing research papers and in literary analysis; developing students’ pedagogic competence and methodological knowledge in teaching literature; alerting students to potential hazards and joys of the teaching profession; advancing students’ cross­ cultural understanding. Assessment: Seminar paper in English written by each participant individually (no group work!) 10.000 words+; PPT presentation (individually or as a member of a team) max. 30 minutes, supported by handout; regular attendance (imperative); active participation in the discussions in class, final essay. ­ Deadline for submitting the SE­paper: one week after the presentation. Important notice: It is most important for each participant to attend the first meeting on MO 3 March, 2­4 p.m., since guidelines for writing the seminar paper will be provided and the topics of the presentations scheduled for the time after Easter will be allocated. Southern Writers and the European Scene Waldemar Zacharasiewicz, Tue 16­18, Room 5 (ab 11.3.) While members of the social and cultural elite of the American South in the 18 th and 19 th centuries cultivated close links with Europe by regular visits to its historic sites and art treasures, the prolonged economic depression during Reconstruction and afterwards impeded the transatlantic exchange with the Old World. As the advocates of the New South pushed for industrialization, the defenders of traditional Southern values insisted on the affinity of their region to the Old World, the destination of many expatriates also from the South. As the social backwardness of the segregated South continued, writers and other intellectuals from the region flocked to Continental Europe where the political crises leading up to World War II caused them to confront important ethical questions and to revise their own attitudes. In the era of the Cold War there were further opportunities for travel and for inspiration to adopt and adapt the “international theme”. Among the texts to be analyzed in the seminar will be poems reflecting transatlantic travel and experience (by John Crowe Ransom and Allen Tate), a play by Lillian Hellman (The Searching Wind, 1944) and short fiction by authors such as Thomas Wolfe, Eudora Welty, Carson McCullers, William Styron, as well as by Langston Hughes and a collection of stories by Elizabeth Spencer (The Light in the Piazza, and Other Italian Stories). Participants in the seminar should purchase a copy of the collection of stories by Elizabeth Spencer and a Reader which will contain the other texts to be studied in the seminar. 323/324: Literature course (interactive) 1st, AR Registration: see p. 17ff Harold Pinter’s One­Act­Plays Ewald Mengel, Wed 11­12, Room 5 (ab 2.4.) Content From his earliest days as dramatist, Nobel prize winner Harold Pinter has been writing one­act plays which reveal his full range as a writer.
69 Beginning with the ‚absurd’ early plays The Room, The Dumb Waiter and A Slight Ache, we will deal with his excursions into psychology (Victoria Station, A Kind of Alaska, Family Voices), till we arrive at the more political plays Mountain Language, and Party Time. Aims Introduction to one of the most popular British dramatists and his development as an artist. Methods Application of communication theory, sociological role theory and various psychological approaches; oral presentation; all­class discussion of mandatory readings; seminar paper (10­12 pages) or a final written test at the end of the term. Reading: A reader containing the plays mentioned above can be picked up after Christmas in the main office. ‘Blockbuster Poetry’: Britain’s Best­Loved Lyrics Eva Müller­ Zettelmann, Wed 12­13, Unterrichtsraum (ab 2.4.) Contents: This is a course about poems which have touched the nerve of the nation. These poems have won poetry polls, are printed in school textbooks, are read at weddings and funerals, are revered, imitated and ridiculed, are exhibited on billboards and inside underground trains, are "printed as cards to hang up in offices and bedrooms; illuminated text­wise and anthologised to weariness” (Kipling on his poem “If” which was voted Britain’s favourite poem of all times in a BBC poll in 1995). Every week, we will read and discuss one such ‘blockbuster poem’ and ask what exactly it is that makes it stand out from all the other less loved (or less hated) texts. As a special treat, British avant garde poet Tony Trehy will join us later in the term to give us an insider view on market forces, publication strategies and the lyric taste of the nation. Aims: This course aims a) to give students a basic knowledge of core texts of the British lyric canon b) to enable students to communicate their reading experience c) to provide students with theoretical concepts (eg. Assmann’s ‘canon’) to contextualise the notion of ‘the canonical’ d) to enable students to experience the fun involved in discussing poetry. Methods: Group work, home study, classroom discussion, student presentation, short written report. Reading: Texts will be provided. Contemporary English Short Stories as Texts for the Classroom Rudolf Weiss, Thu 13­14, Room 3 (ab 13.3.) In this workshop we will analyse several short narratives by well known contemporary novelists and writers of short fiction from the perspective of their suitability as texts for the language classroom. The stories cover a wide variety of topics and styles, from realistic to postmodern, from neo­gothic to postcolonial and/or from comic to surreal and grotesque. Among the corpus of texts are short stories by Julian Barnes, Graham Swift, Ian McEwan, Doris Lessing, and
70 William Boyd. After establishing the theoretical parameters of the genre we will focus primarily on narrative strategies, character construction, thematic as well as stylistic concerns. Last but not least we will explore these texts as potential teaching material. Requirements for credit: regular attendance, active participation in class, one oral presentation, final essay. Method: interactive workshop; presentation and discussion Aims: analysis of short stories with a focus on the suitability of the texts as potential teaching material for the language classroom. Literature: master copies of the stories will be provided at the beginning of term Assessment: Requirements for credit: regular attendance, active participation in class, one oral presentation, final essay. 325/328: Literature course (interactive): (für Lehramtsstudierende nach dem neuen Studienplan alternativ zu 323 wählbar) 2st, AR Registration: see p. 17ff Courses: London and the London Theatre Scene (anrechenbar als 326, 426/428 und K531/532) Werner Huber, Fri 14­17, Unterrichtsraum (workshop sessions on 14 March, 25 April, 16 May, 30 May and field trip 18­22 May) Contents: Our main objective will be to see as many plays and theatres as is possible during our visit. Apart from play­going, we will study the theatre scene as such by exploring different venues and their role and significance for English theatre history as a whole, e.g. the Royal Court (experimental and contemporary), the National Theatre (theatre for the nation), the West End (commercial). Naturally, there will also be a visit to the reconstructed Globe Theatre (Shakespeare’s Globe) plus visits to major sights of London which hold a special appeal to students of British culture (The British Library, Bloomsbury, The British Museum, Greenwich). Aims: This field trip offers students a chance to explore London as the historical and cultural capital of the English­speaking world. As an immersion experience it combines aspects of language, literature, and culture (esp. theatre history). Method: inter­active, field work. Requirements for credit: regular attendance, active participation in class, workshop presentations, written contributions to on­line documentation. N.B.: For reasons of logistics booking already had to close in December. Nevertheless, students may want to join the waiting list and participate in the “AR” as regular members. Reading: to be announced
71 From the Colonial to the Post­Colonial Island (anrechenbar als 326, K 531/532) Ewald Mengel, Thu 14­16, Room 5 (ab 13.3.) Content This seminar will mainly deal with novels which have islands as their settings: Defoe, Robinson Crusoe, Ballantyne, The Coral Island, Golding, Lord of the Flies, and Coetzee, Foe. Texts such as Shakespeare’s The Tempest or Arnold’s „To Marguerite“ or „Dover Beach“ from other genres will be used to fill up this list. Aims The idea is to show that islands which seem to form worlds of their own and exist apart from our world, don’t exist in an ideological vacuum but are closely related to our life and are mirrors of our own society. Methods Postcolonial theory, structuralist approach; oral presentation; all­class discussion of mandatory readings; seminar paper (10­12 pages) or final written test. Reading The novels mentioned above are available as paperbacks. The same applies to Shakespeare’s The Tempest (New Cambridge Shakespeare, New Arden Shakespeare). Weltbühne Wien: Stoppard, Ravenhill & Co 2007/2008 (anrechenbar als 326, K 531/532) Rudolf Weiss, Tue 12­14, Room 5 (ab 11.3.) In this workshop we will analyse plays by contemporary dramatists which are performed, in translation, in Viennese theatres in the current season 2007/2008. Among the plays staged in Vienna are such modern classics as Edward Albee’s Who’s Afraid of Virginia Woolf and Tom Stoppard’s Travesties as well as very recent dramas which are produced in Austria for the first time (Neil LaBute’s This is how it goes and Mark Ravenhill’s pool (no water)). We will focus on aesthetic issues such as structure, character construction, thematic concerns and theatrical styles as well as the reception of the plays. We will also go and see one or the other production. Moreover, in one of the sessions a dramaturge from the Volkstheater will introduce us to the intricacies of the production process in the theatre, from the text to the stage. Requirements for credit: regular attendance, active participation in class, one oral presentation, final essay. Methods: interactive workshop; presentation and discussion Aims: analysis of contemporary plays with a focus on their production and reception in Vienna. Literature: master copies of the plays will be provided at the beginning of term Assessment: Requirements for credit: regular attendance, active participation in class, one oral presentation, final essay.
72 KULTURWISSENSCHAFT/ADVANCED CULTURAL STUDIES Lehrveranstaltungen im Rahmen des Kulturwissenschaftlichen Moduls bzw. Advanced Cultural Studies (UniStG Studienplan Lehramt) Courses: 426/428: Soccer as a Cultural Metaphor (anrechenbar als K 531/32 für Zweitfachanglisten und als K 701) 2st, AR Werner Huber, Fri 9­11, Unterrichtsraum (ab 14.3.) Contents: This course is meant to coincide with EURO 08. An extra dimension of topicality could have accrued, had any of the so­called home nations qualified. But, alas no Beckham, no Bravehearts, no Boys in Green, … As it is, soccer has become so much part of our everyday lives that it warrants a study of its complexity as a phenomenon of popular culture. In a figurative sense, soccer has become an arena in which central issues of contemporary society and culture, politics even, are being negotiated. Aims: This course will explore the phenomenon of soccer from a cultural studies perspective and concentrate on the following topics: the history of the game, imagology (national/regional/local identities, derbies), fandom, hooliganism, racism. The 'texts' to be analysed will include non­ fictional as well as fictional material, e.g. films, plays, novels, documentaries, etc. Method: inter­active. Requirements for credit: regular attendance, active participation in class, oral presentation, written final test. Reading: A reader and related material will be provided on an e­learning platform. Therefore, students are asked to familiarise themselves in advance with the Blackboard Vista platform; for introduction and self­guided tour, please see https://www.univie.ac.at/ZID/elearning­infos­studierende/ 426/428: Advanced Cultural Studies The Isles: Britain before the Anglo­Saxons (anrechenbar als K 531/32 für Zweitfachanglisten und als K 701) 2st, AR Bryan Jenner, Wed 15­17, Room 3 (ab 2.4.) Content. The group of islands now known as Britain had a variety of names, languages and cultures before the arrival of the Anglo­Saxons, who introduced the language that came to be English. The course will examine some of the linguistic, cultural and archaeological evidence of this ‘dark age’, and will also investigate how and why English came to be the national language rather than a Celtic language. In addition we shall look at some of the Celtic ‘stories’ which became influential throughout Europe Attention will also be paid to the ethnic and cultural similarities and differences between the peoples of ‘The Isles’ and the peoples of mainland Europe.
73 Assessment Students’ oral presentations and a final test. Aims. Students will have a deeper understanding of the complexities of British cultures and of the early history of the British Isles Methods. Short introductions of topics by course leader. Student presentations based on reading. Reading. Texts will be distributed as necessary Core text: Norman Davies. 2000. The Isles: a history. London: Papermac 438: Dress Code. An introduction to the analysis of fashion, costumes and clothing. (bei kulturwissenschaftlicher Diplomarbeit anrechenbar als 821, K522, nicht K 521) 2st, SE Registration: Please send an e­mail to monika.seidl@univie.ac.at by 1.3.2008. Monika Seidl, Thu 15­17, Room 2 (ab 13.3.) Content: Is Isabel Archer a lady in black or a lady in red? Who might wear a power jacket and what might long trench coats conceal? And what do the Café Society, the Widows of Culloden and Anglomania have in common? This seminar will answer these questions and will look at the culture of fashion from a variety of perspectives. The readings discussed in class will range from more general critical perspectives that aim to theorize fashion to more specific discussions of individual items of clothing. We learn why Walter Benjamin used the image of a tiger's leap when talking about fashion and scrutinize the intricacies of padded shoulders, leather jackets or corsets in a variety of contexts ranging from literature to film and from computer games to everyday lives. Aims: This class will provide you with a versatile toolkit to integrate the analysis of fashion, costume and dress into your study projects. Method: Small­group and all­class discussions of regular set readings, a paper presentation (seminar conference format on a Friday afternoon and Saturday, attendance obligatory), a research paper of 20 (minimum) to 25 pages (maximum) depending on the type of credit Assessment: class participation; paper presentation; research paper, if applicable; final written essay Literature: A course reader will be provided.
74 526/528: Interdisziplinäres Modul 2st, AR Registration see p. 17ff. Social and Cultural Interaction and Literary Landscapes in the Canadian West (anrechenbar als K 531/532, K 701, K 522 AHStG Studienplan; im UniStG Studienplan: als Wahlpflichtfach für Lehramtsstudierende, für das interdisziplinäre Modul, als 822) Waldemar Zacharasiewicz, Thu 15­17, Unterrichtsraum (ab 13.3.) / NEW Following a fundamental reform of its immigration policy Canadian society has undergone a major change in every sphere including literature and culture. This development has made the concept of the ethnic mosaic, resulting from the settlement of the prairies by groups of allophones in a country originally shaped by its bilingual heritage, a reality. In an age of globalization mass immigration from Asian countries, which was originally severely restricted, has made Canada resemble a laboratory of the future. Canadian literature is shaped by the voices of authors belonging to various groups and spaces who have won recognition in Canada. To listen to these voices and meet with writers and experts in various disciplines is the main goal of the course. It will be concluded by an interdisciplinary field trip to Western Canada (Sept. 7­26, 2008) with symposia and workshops at several universities from Manitoba through British Columbia. This field trip will be an integral part of this course, which will be partly blocked and is intended as a preparation for the encounters with Canadians from various ethnic groups and with prominent writers, such as Aritha van Herk, Rudy Wiebe, Jack Hodgins, Robert Kroetsch, David Arnason, Dennis Cooley. There will also be opportunities to interact with francophone writers and scholars and opportunities to visit native institutions and communicate with representatives of the First Nations. Participation in this course is not limited to those joining the group for the interdisciplinary field trip. Additional tasks, such as a seminar paper, will permit those who cannot actually travel with the group to Western Canada to take the course successfully for credit. As on earlier occasions a documentation containing essays by host speakers and Viennese faculty and student participants will be published in the year following the field trip.
75 FACHDIDAKTIK /LANGUAGE TEACHER EDUCATION Hinweis für Studierende des Lehramtsstudiums nach dem alten (AHStG) Studienplan: K 601 (Methodik des Englischunterrichts, 629) und K 602 (Kurse 622 bis 624) können prinzipiell erst nach vollständig abgelegter 1. Diplomprüfung besucht werden und sind nicht vorziehbar. Es wird außerdem dringend empfohlen, diese Lehrveranstaltungen erst nach Absolvierung der Lehrveranstaltung Fachdidaktik 1 und des Schulpraktikums zu besuchen, nachdem man bereits praktische Unterrichtserfahrung gewonnen hat. Keine Begleitübung! Wenn Sie das Lehramtsstudium nach WS 2002 begonnen haben oder umgestiegen sind: 621: Das Schulpraktikum und die dazugehörige Begleitlehrveranstaltung zum Schulpraktikum können nach Abschluss von 602 in den ersten Studienabschnitt vorgezogen werden. 622/23/24: Nach Abschluss von 621 sowie dem Schulpraktikum ist ein themenspezifischer Kurs vorziehbar. Aus dem Angebot der themenspezifischen Kurse sollte nach Möglichkeit ein Kurs mit der Nummer 622 gewählt werden, die restlichen 2 Kurse können aus dem Angebot 623 bis 624 gewählt werden. 629 kann erst nach Absolvierung von zwei themenspezifischen Übungen besucht werden. 621: Begleitlehrveranstaltung zum Schulpraktikum 1st, UE Registration see p. 17ff. The aim of this course is to assist and support student teachers during their so called FAP (fachbezogenes Praktikum) with regard to observation techniques and criteria, planning tasks in connection with their teaching practice, and guided reflections on the experiences gained. Method: interactive class with student participation, small­group and all­class discussions of topics related to participants’ teaching experience. Assessment: Each of these courses consists of three blocks, the dates and places of which are listed below. Full participation is essential, so please bear this in mind when you register! Another vital aspect is the preparation of participants’ critical reflection based on the European Portfolio for Student Teachers of Languages, which is to be presented at an individually arranged date towards the end of the semester.
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Courses: Die Termine für die Reflexionsgespräche werden bei der jeweils ersten Blockveranstaltung mit den TeilnehmerInnen vereinbart. Mag. Gabriele Dirnberger 1) Di, 11. März 14.00­ 16.30 2) Di, 15. April 14.00 ­17.30 3) Di, 29. April 14.00 ­16.30 4) Di, 27. Mai (individual mentoring) ab 14.00 Ort: BAKIp8, Lange Gasse 47, 4.Stock, Klasse 5B (U2 Rathaus, oder vom Campus die Lange Gasse zu Fuß hinauf, ca.10min) Kontakt: gabriele.dirnberger@univie.ac.at Mag. Sigrid Katzboeck Course 1: Course 1: 1) Do, 13. März 15:00 (pktl. 3 Stunden) 2) Do, 17. April 14:30 (pktl. 4 Stunden) 3) Do, 15.Mai 15:00 Uhr (pktl. 3 Stunden) 4) Reflexionsgespräche nach Vereinbarung Ort: BRIGITTENAUER GYMNASIUM (BG, BRG, BORG Wien XX) Karajangasse 14 1200 Wien Please see below for directions. Kontakt: sigrid.katzboeck@univie.ac.at Mag. Sigrid Katzboeck Course 2: 1) Fr, 14. März 14.:00 Uhr (pktl. 3 Stunden) 2) Fr, 18. April 14:00 Uhr (pktl. 4 Stunden) 3) Fr, 16. Mai 14:00 Uhr (pktl. 3 Stunden) 4) Reflexionsgespräche nach Vereinbarung Ort: BRIGITTENAUER GYMNASIUM (BG, BRG, BORG Wien XX) Karajangasse 14 1200 Wien by tram: 5 (Rauscherstraße); 33 (Wallensteinplatz) by underground: U6 (Jägerstraße), then tram no.33 to Wallensteinplatz; U4 (Friedensbrücke), then tram no. 5 (Rauscherstraße) or 33 (Wallensteinplatz) Kontakt: sigrid.katzboeck@univie.ac.at Mag. Daniela Weitensfelder (2 Blocks à 3 Stunden, 1x4 Stunden) 1) Mi. 30. April 14­17:30 2) Mi. 14. Mai 14­17:30 3) Mi. 28. Mai 14­17:30 4) Reflexionsgespräche nach Vereinbarung Bundeshandelsakademie und Bundeshandelsschule Wien 11 Geringergasse 2; 1110 Wien www.bhakwien11.at (directions: U3 Endstation Simmering; Ausgang Kaiserebersdorferstraße, ca. 5 Min. zu Fuß entlang Kaiserebersdorferstraße, 3. Quergasse links) Kontakt: daniela.weitensfelder@utanet.at
77 622/623/624: Themenspezifische Kurse Fachdidaktik: (Einführung in die Fachdidaktik des Englischen II K602) (für das Modul Spracherwerb im Diplomstudium als 625/626 anrechenbar) 2st, UE Registration see p. 17ff. Courses: 622: Hooked by the book!? – Literature and ELT Christian Holzmann, Mon 16­18, Room 4 (ab 10.3.) Why should we read? What should we read? What is the place of literature in the ELT classroom? Or can you get everything off the net anyway? Does reading make the heart grow fonder? Is life just mirroring trashy novels? Or is it the other way round? These are some of the questions asked, and maybe answered, in this course. We will cover nearly everything: simple stories, hefty novels, graded readers, young adult potboilers, recent bestsellers and literature with a capital L. And on all of them we will cast a teacher's eyes. Voracious readers and reluctant readers are both welcome (as long as they can justify their ways to us). Assessment will be based on regular (and active) participation and a portfolio. Method: Interactive Aims: to demonstrate that literature can be used and enjoyed at all levels in ELT. 622: English Speaking Countries in the Context of ELT Susanne Moser­Ramsauer, Wed 14­16, Besprechungszimmer (ab 2.4.) Contents: In this course we will have a look at various countries where English is spoken as a first or as an official language. We will try to take cultural studies as a starting point to look at some aspects of life and culture in the respective countries. The choice of specific topics will be made by the participants themselves with a focus on their possible use in the context of English language teaching. We will look at the materials included in Austrian course books for Unter­and Oberstufe and then try to develop our own material collections as well as try to come up with various ways of how to use and exploit them in class. Finally we will also try to justify and reflect upon our selections of topics, materials and suggested activities and procedures from the point of view of CLT. Assessment: Will be based on participants’ own projects (oral presentation and written version) and regular participation in class discussions and debates. Methods: Input by teacher, developing different lesson plans and teaching sequences, groupwork and presentations, discussions following the presentations Literature: Will be announced, various Austrian course books, diverse materials which are useful in preparing teaching sequences
78 622: Culture and the Classroom Susanne Reichl, Tue 16­18, Room 3 (ab 11.3.) Content: "Intercultural learning" has become a buzzword in general pedagogy and language teaching specifically over the past decade or so. Try and define it, though, and you will find a variety of shapes that intercultural learning comes in, ranging from the more traditional "Landeskunde" approach to integrated language activities that focus on the pragmatics of a communication situation. Therefore, we will look at the various ways in which "culture" enters the classroom and discuss what it is that students at secondary level can learn from and about an engagement with culture and cultures. This gives us a chance of critically investigating areas such as intercultural learning or "Fremdverstehen", assess text books and course materials for their cultural component, and develop and discuss activities relating to intercultural learning. Assessment: classroom discussion, short presentations, teaching project, teaching portfolio Aims: The aim of this class is for students to arrive at a critical view of the role of "culture" in the classroom. On this basis, they should be able to select carefully from the materials on offer and develop some competence with and sensitivity towards cultural topics. Students will be given the chance of preparing, teaching, and reflecting on a unit on a culture­related topic. Methods: interactive class with student participation, e­learning elements, teaching practice Reading: Materials will be provided in class. 622: Visual Culture and Visual Literacy Monika Seidl, Thu 11­13, Room 2 (ab 13.3.) Contents: Starting from the assumption that a picture may be worth a 1000 words, this class will examine the use of visual images in foreign language learning and will suggest practical applications for the classroom. We will cover a wide range of topics, such as visual strategies to support vocabulary acquisition, visuality and the production of knowledge, ways with classical art and practices of looking and language learning. You will have the opportunity to visit schools, observe lessons and gain some teaching practice. Aims: The aim of the course is twofold: first, to learn about the use of visual images in the foreign language classroom and acquire the basics of visual literacy and second, to gain teaching experience. Methods:In class at university: small­group and all­class discussions of project presentations, project presentations, set readings; on location at selected schools: class observation, teaching a lesson Assessment: regular attendance, participation in class discussions, portfolio notes, teaching project. Reading: A course reader will be provided.
79 623: Methodology and ESP (English for Specific Purposes) Barbara Mehlmauer­Larcher, Mon 12­14, Room 4 (ab 10.3.) Content: This course is part of the ESP Module and provides students with the necessary background knowledge for developing and implementing ESP teaching programmes. After an introduction to the general aspects of methodology in an ESP context, the concept of a genre informed approach to ESP methodology is presented. Assessment: Participation in class discussions based on background reading assignments, short presentations, teaching project Aims: The aim of this course is for students to develop a professional self­image as ESP teachers. On the one hand, students should gain the necessary knowledge and skills that allow them to familiarize themselves with unfamiliar genres and discourse communities and, on the other hand, they should apply this knowledge in a specific teaching situation. Methods: Interactive class, observation and teaching practice in educational institutions, e­ learning component Reading: Materials will be provided in class 623/624: Pedagogical grammar / NEW Gastprof. Penny Ur, Thu 13­15, Room 2 (ab 13.3.) Content: This course will focus on issues to do with the effective learning and teaching of grammar in the English language course. It will not include in­depth analysis of particular grammatical features, but will rather address issues such as the role of explicit versus implicit teaching of grammar, the place of consciousness­raising and/or practice, error­correction, pedagogical grammar rules. Assessment: Two short critical summaries of articles. Aims: Students will understand some of the controversial issues to do with the course topic, and be enabled to formulate their own personal pedagogical approach to the teaching of grammar in the classroom. Methods: Short lectures, reading, interactive discussion, analysis of classroom procedures. Reading: The required reading will be provided 624: Express yourself – productive skills in language teaching Sigrid Katzböck, Wed 16­18, Besprechungszimmer ( ab 2.4.) Content: In this course we will analyse the essential components of both the speaking and the writing process and discuss their implications for the language classroom. Techniques for practising writing and speaking will be demonstrated, different ways of assessing learners will be discussed.
80 Participants will have the opportunity to visit schools and observe classes. They will then be expected to develop their own teaching projects where theoretical knowledge shall be put into practice. Possible dates for teaching will be discussed in our first session. Assessment: Assessment will be based on regular, active participation, set reading tasks and participants' own teaching projects. 624: Teacher Resources: a survey and critical assessment Barbara Mehlmauer­Larcher, Wed 9­11, Besprechungszimmer (ab 2.4.) Content: In this course a survey of relevant materials for EFL teachers will be given including course books for various target groups, resource books for teachers as well as educational websites, journals, language portfolios for self assessment, videos and DVDs. We will investigate procedures and criteria for the selection and assessment of different materials. Assessment: Participation in class discussions based on background reading assignments, short presentation, project Aims: This course aims to provide students with an overview of available ELT resources and to help them to develop criteria for the selection, adaptation and production of teaching materials. Methods: Interactive class, observation and teaching practice in educational institutions, e­ learning component Reading: Materials will be provided in class 629: Principles of ELT Methodology (anrechenbar als K 601) 2st., AR Barbara Mehlmauer­Larcher, Tue 16­18, Room 4 (ab 10.3.) Registration see p. 17ff. Content: This course explores the relevance of applied linguistics to language education. It will introduce participants to principles, concepts and terminology which form the basis of EFL methodology. We shall concentrate on a few central issues and use these to investigate ideas about language learning and teaching. These will include: models of teacher education, language description for pedagogy, second language learning, curriculum and syllabus design, individual learner differences, educational standards, classroom assessment, analysis and critique of communicative language teaching and other approaches. The focus will be on critical reflection rather than on practising teaching skills. Assessment: Classroom discussions based on background reading, assignments, final written exam Aims: The aim of this class is for students to develop an understanding of the role of applied linguistics to language pedagogy and to develop an understanding of key concepts and issues in EFL methodology as well as a critical attitude towards selected approaches to foreign language teaching. Method: Interactive class with student participation Required Reading: The required reading will be provided
81 629: Principles of ELT Methodology (anrechenbar als K 601) 2st., AR / NEW Gasprof. Penny Ur, Wed 11­13, Room 3 (ab 2.4.) Content: This course will focus on practical principles that guide effective teaching of English in schools. The emphasis will be on pedagogical rather than applied­linguistic aspects of foreign­language teaching methodology. Topics will include: teaching for accuracy and fluency, effective practice, language­learning task design, lesson planning, providing for interest and motivation, classroom interaction patterns. Assessment :Participation in class discussions, two short written assignments. Aims: The aim of this course is for students to develop an awareness of the fundamental principles and some corresponding practical procedures that are conducive to effective English language teaching in schools. Methods: Short lectures, discussion, hands­on experiential work with practical classroom procedures followed by critical analysis and discussion, reading, brief inquiry projects. Reading: The required reading will be provided.
82 DIPLOMARBEITSPHASE 822/K801: Special Seminar for diploma and doctoral students (Linguistics) 2st, SE Courses: Special seminar for M.A. and Ph.D. candidates Christiane Dalton­Puffer, Fri 13­16, Room 2 (ab 14.3.) This seminar will focus on ongoing research carried out by students working on their MA or PhD theses. The meetings will give students the opportunity to introduce their projects, discuss the progress of their work and address possible problems arising from their research. This will also give us opportunity to discuss issues of a more general theoretical or practical interest Assessment: class participation, project presentation, reflection paper and oral exam on a selection of texts about the theory and methodology of linguistic and/or general science. Aims: The aim of the course is twofold: first, to get to know the projects of fellow students and second, to acquire and consolidate the research and writing skills necessary when working on a diploma thesis. Methods: All class discussions of project presentations, project presentation Registration: Please send an email to christiane.dalton­puffer@univie.ac.at by 3 March 2008. Special seminar for M.A. and Ph.D. candidates (Linguistics /Cultural Studies) Nikolaus Ritt, Monika Seidl, n. Ü. Vorbesprechung: Mo, 10.3., 18 Uhr, Besprechungszimmer 2. Stock This seminar will focus on ongoing research carried out by students working on their MA or PhD theses in either linguistics or CS. We shall exercise and develop our skills at formulating problems and developing methods for tackling them. This means that, quite generally, we shall attempt to increase our understanding of what it means to do science, to describe phenomena in intersubjectively verifiable ways, to formulate hypotheses, to test them against suitable data, and to develop explanations and theories. While we shall concern ourselves mainly with problems as they arise in the course of our own work, we shall also look at and discuss methods and theories which the linguistic and CS scientific communities have developed for dealing with them. In order to get credit for this course, students will present their ongoing research to each other, and take an oral exam on a selection of texts about the theory and methodology of linguistic and/or general science. Registration and inquiries: please send an e­mail to monika.seidl@univie.ac.at
83 Special seminar for M.A. and Ph.D. candidates Barbara Seidlhofer, Tue 17­19, Besprechungszimmer (ab 11.3.) This is an interactive seminar­type course for students embarking on, or already working on their Diplomarbeit or Dissertation. Participants will collaborate in the close and critical examination of ideas about language and language study. The seminar will give students the opportunity to discuss not only the progress of their own work but also issues arising from it of a more general theoretical or practical interest. Giving and receiving feedback and support for thesis work is an important aspect of this course. Assessment: In order to get credit for this course, students will present their ongoing research to each other and take an oral exam on a selection of texts about the theory and methodology of linguistic and/or general science. The first meeting, in which the schedule for subsequent meetings will be fixed, will take place on Tuesday March 11 th at 5 pm in the Besprechungszimmer, 2 nd floor. 822/K801: Special Seminar for diploma and doctoral students (Literature) 2st, SE p.A. Special seminar for M.A. and Ph.D. candidates Ewald Mengel & Rudolf Weiss, Thu 18­20, Besprechungszimmer (ab 13.3.) Registration in the first session Content This course is intended to provide a forum for students working on a diploma thesis or a doctoral dissertation (or planning to do so in the near future). Participants will have the opportunity to present their research projects and discuss problems arising from them, problems which we will attempt to solve in class. We will also consider aspects of literary theory and methodology as well as such practical issues as evaluating findings and structuring theses. For those who are interested and would like to volunteer mock (diploma) exams could be organized. Aims Guiding students in the last phase of their studies and helping them to prepare for the final examinations. Methods Oral presentations; all­class discussion of selected topics from literary theory/cultural studies; mock examinations (voluntary) Reading Selected chapters from literary theory and texts that will be provided on an ad­hoc basis.
84 Special Seminar for Diploma and Doctoral Students Margarete Rubik, Fri 14­16, Room 5 (ab 14.3.) This is a seminar for students working on their MA or PhD theses or planning to do so in the course of the winter term. The class will give students the opportunity to introduce their projects, discuss the progress of their work and address possible problems arising from their research. The meetings will offer practical advice and critical feedback. Assessment: regular class attendance; project presentation Aims: the class makes students acquainted with the projects of fellow students and encourages co­operation; it will help students to acquire and consolidate the study skills necessary for working on a diploma or PhD thesis. Methods: Discussions of project presentations in class; project presentation. Registration: send email to: margarete.rubik@univie.ac.at ~ VORPRÜFUNGSFACH (K 701) The following courses can be credited as Vorprüfungsfach (alter Studienplan, Erstfach): Courses: 405: Irish Studies (Huber) 501: ‚Because It’s Cool’ (Fellner/Heissenberger) 501: ‘The Shadow of the Other Subject’ (Feratova­Loidolt) 501: Why Our Minds Need Our Bodies (Kimmel/Kemsies) 501: Signifier­Signified­Referent (Langenberger) 501: Approaching ESP Texts (Smit) 426: Soccer as a Cultural Metaphor (Huber) 426: Britain Before the Anglo­Saxons (Jenner) 526: Social and Cultural Interaction and Literary Landscapes in the Canadian West (Zacharasiewicz) Freies Angebot: Drama as a teaching method (Turecek), nur f. Lehramt! Registration for all AR classes: See p. 17ff. for details!
85 FREIES ANGEBOT (als freie Wahlfächer wählbar) K 801/K 301 (AHStG Studienplan) Phonetic Transcription 1st, UE Bryan Jenner, Tue 16­17, Unterrichtsraum (ab 11.3.) Content Practical skills in phonetic transcription and analysis related to the lecture course 201: Introduction to the Study of Language I. Terminological definitions and the descriptions of elements in the various levels of English phonology. Practical work in the analysis of English intonation Assessment Transcription and analytical skills together with knowledge of terminology and modes of description are assessed in the final examination for course 201. Aims i) Students will be able to transcribe accurately a short text in one of the standard varieties of modern English ii) Students will have a sound knowledge of basic terminology and of a set of descriptive categories. Method Practical transcription and analytical activities, followed by discussion. Occasional short supplementary theoretical presentations. Reading and practice material Practice material will be distributed as necessaary. The following books are also recommended: British English: M. Luisa Garcia Lecumberri & Johm A. Maidment. 2000 English Transcription Course. Chs. 1 – 7). Arnold. American English: Walter Sauer. 2006. American English Pronunciation: a Drillbook. (Third edition). Universitätsverlag Winter Research Methods in Linguistics FOR STUDENTS IN THE SECOND PART OF THEIR STUDIES! Julia Hüttner, Thu 11­13, Besprechungszimmer (ab 13.3.) Content In this course for students undertaking linguistic projects (seminar, MA thesis) we will address a range of issues related to the appropriate and scientifically sound use of a variety of research methods. We will consider research design, quantitative and qualitative methods, including interviews, questionnaires, matched guise, observation, using language corpora, case studies and experimental elicitation of (learner) data. Appropriate ways of analysis, including the basics of statistical analysis, will also be introduced. Topics can be added or altered given students’ research interests. Assessment Participants will use one of the methods presented in a pilot study and present this in oral and written form; class participation & assignments
86 Aims This course aims at familiarising advanced students with the research methods required to do empirical work in (applied) linguistics Method Mix of lecture­style informative and interactive group­work sessions, small­group and all­class discussions of particular research projects, student presentations & discussions Reading A list with details of relevant readings will be handed out in class. Doing Historical Pragmatics: Evidence from Early English Texts Gabriella Mazzon, Wed 16­18, Room 1 (ab 2.4.) Content: Historical pragmatics has recently received close attention from scholars working on different aspects in English linguistics, and the possibility, as well as the limitations, of applying pragmatics to evidence from linguistically and culturally distant times, have been explored. Such developments will be reviewed in the first sessions of the course, touching on topics such as: genre and text­type development, dialogue analysis, address rules, politeness theory, speech­act analysis, and discourse markers. The development of individual short projects will follow. Assessment: Class participation; paper presentation; research paper Aims: This course aims at making students familiar with the application of the theory and methods of pragmatics to the study of texts from earlier stages of English, and to introduce them to research in this area. Method: Small­group and all­class discussions, paper presentation, research paper of 8 pages Reading: A reading list will be provided at the beginning of the course. Students will need to look at basic contributions on historical pragmatics (e.g. A. Jucker (ed.), Historical Pragmatics, Amsterdam, Benjamins, 1995) and relevant case studies. Conducting research into English as a lingua franca: theoretical frameworks and analysis 2st, KO Barbara Seidlhofer, n.Ü., p.A. This Konversatorium (small seminar) is intended to provide a specialized forum for PhD students who are currently carrying out doctoral research into English as a lingua franca, one of the main areas of linguistic research at this department. Participants will report on work in progress and collaborate in the close and critical examination of both relevant theoretical ideas and practical issues arising from their work. The default time for sessions is Thursdays 16­18 in the Besprechungszimmer, 2 nd floor, but the schedule can be adapted to suit all participants. Registration: by e­mail to Barbara.Seidlhofer@univie.ac.at by March 3rd (please put "ELF KO" in the subject line).
87 Drama as a teaching method in the classroom 2st, UE Egon Turecek, Mon 16­19, Unterrichtsraum (ab 10.3.) egon.turecek@gmx.at Drama is a creative and holistic form of learning, which helps students to acquire a wide range of skills. It can be used as a teaching method in all subjects as well as in cross­curricular projects. In addition, it serves superior educational purposes: communication skills, personality training, social learning, etc. The course deals with the methodology and didactics of drama in education:
· Games and activities for interaction and communication, awareness, concentration
· Non­verbal and verbal methods of expression: movement and mime, breathing, voice
· Guided and unguided improvisation, role play, dramatisation of texts
· Specific elements and techniques of drama work: freeze frame, hot seating, interior monologue, teacher­in­role, etc.
· Drama and history/cultural studies
· Drama and literature
· Combining drama with other teaching methods, e.g. creative writing, story­telling Staff seminar Gastprof. Penny Ur Very advanced students welcome. Course description to be provided.
88 Proseminar: Afrikanische Literatur. Prosa in Afrika: Die Romane der afrikanischen Literatur­NobelpreisträgerInnen PS, 2 st Anna Gottschlig­Ogidan, Do 9.00 ­ 11.00 Uhr, Seminarraum 3, Afrikawissenschaften, AAKH Hof 5, (ab 6.3.) Anmeldung von 24.­29.02.2008 an anna.gottschligg­ogidan@univie.ac.at Thema: Wole Soyinka, Nigeria (Nobelpreis für Literatur 1986) Naguib Mahfuz, Ägypten (Nobelpreis für Literatur 1988) Nadine Gordimer, Südafrika (Nobelpreis für Literatur 1991) John Maxwell Coetzee, Südafrika (Nobelpreis für Literatur 2003) Didaktik: In mehreren Einheiten wird von der Leiterin in der Präsentation der einführenden Theorie Bezug auf die von den TeilnehmerInnen zur Analyse/ Interpretation verwendeten Romane genommen. Anwendung verschiedener Analysemethoden auf die Romane– Auswahl geeigneter Methoden Erarbeitung und Präsentation der Themen in Gruppen Herausarbeiten unterschiedlicher Darstellungs­ und Sichtweisen der Romane Aufbau und Verlauf der Lehrveranstaltung: Zu Beginn der LV werden allgemeine Probleme zum Thema besprochen: • Situation der AutorInnen Afrikas • Analysemethoden • Romananalyse • Erarbeitung/Verteilung von Themen für Referate • Besprechung der Sekundärliteratur (besondere Berücksichtigung von in der Fachbibliothek des Instituts für Afrikawissenschaften und Orientalistik vorhandener Literatur) • Referate Leben und Werke der AutorInnen werden von der Vortragenden im Überblick vorgestellt, um bei den Referaten biographische und inhaltliche Zusammenfassungen, sofern sie nicht für die Themenanalyse von Bedeutung sind, vermeiden zu helfen. Ziel dieser Lehrveranstaltung: Anleitung zum ersten wissenschaftlichen Arbeiten (Erarbeitung eines Themas, Beschaffung von Primär/Sekundär­Literatur, Kritische Analyse der Werke in Hinblick auf die erarbeiteten Themen, schriftliche Ausarbeitung eines Themas, Erstellen einer Bibliographie) Die Auseinandersetzung mit der relevanten Primär­ und Sekundärliteratur soll die TeilnehmerInnen befähigen, verschiedene Aspekte der Romananalyse selbständig zu bearbeiten. Zeugnisse: Erarbeiten der Themen Präsentation der Themen Schriftliche Ausarbeitung der Präsentationen (ca.10 Seiten; Einarbeitung der verwendeten Sekundärliteratur; Erstellung einer Bibliographie) Anwesenheitspflicht! Beschränkte Teilnehmerzahl: 25
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