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Lehrende/r: PD Dr. habil. Martina Lampert
Veranstaltungsart:
Seminar
Anzeige im Stundenplan:
S: Eng.Linguistics
Semesterwochenstunden:
2
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
- | 30
Anmeldegruppe: ELing S
Prioritätsschema: Senatsrichtlinie
Zulassung gemäß Richtlinie über den Zugang zu teilnahmebeschränkten Lehrveranstaltungen vom 07. März 2007.
Nähere Informationen hierzu entnehmen Sie bitte www.info.jogustine.uni-mainz.de/senatsrichtlinie
Voraussetzungen / Organisatorisches:
Participants in the seminar are expected to prepare two short (group) presentations in class:
- first, reviewing a specific topic from the current research into quotatives;
- second, applying the major findings to a small-scale case study of samples of reported speech from pertinent schoolbooks and presenting their initial insights, which will then be their exploratory work for their term papers.
Details of organization and study material will be available by the first meeting.
Inhalt:
This seminar, especially suitable for Bachelor-of-Education students, will address a communicative pattern pervasive in both spoken and written language -- reporting a previous (imagined) event of speaking/writing, either of the current or another speaker/writer.
In English, such reports are typically introduced by specific lexical items, now commonly called quotatives, among them the traditional verbs of quotation such as say, tell, report, quote etc. Moreover, a wide range of expressions may be used to more indirectly acknowledge an external source of the report, e.g., according to, in his words, as common knowledge has it, it is said. More recently, however, in face-to face situations, speakers fall back on innovative quotatives like he’s all, ... wow reeally?, she goes “wow sounds exciting,” or I’m like, “Wow! How cool!” that typically involve non-verbal means like prosody and gestures to re-enacts inner thoughts or emotions.
Surveying the state of the art on quotatives, we will, in this class, first explore their different usage and user profiles, which reveal distinct and characteristic phonological, morphological, syntactic, and discourse features. We will then look at a cross-section of teaching materials to evaluate the language samples offered in EFL textbooks against their native-speaker counterparts in light of the recurring demands for authenticity voiced in both the European Reference Frame and the Curricula.
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