Objectives and competences
• to acquire basic knowledge of the different forms, factors and processes leading to speech errors in natural languages,
• to use basic methods for the classification of speech errors,
• to understand the importance of the research results for independent study and vocational work,
• to learn to use expressions for special purposes,
• to get acquainted with clear and comprehensible modes in seminar paper production and homework assignments, in paper presentation and discussion.
Content (Syllabus outline)
Neurological and cognitive basics.
Elaboration and weakening processes.
Phonological processes.
Classification systems of speech errors.
Speech errors as a tool to examine the organization of language in the speaker’s cognitive system.
Speech errors as diagnostic tool in language pathology in cases of language impairments
Speech errors in early child language production.
Speech errors in second or foreign language acquisition.
Research methodology: experiments and other methods.
Software for research, self-study and teaching foreign languages (with special consideration of persons suffering from different types of impairment).
Learning and teaching methods
• Seminar,
• Tutorial,
• Individual work, working in pairs and groups,
• Method of explanation and presentation, method of projection, method of working with pictures, maps and photos, debate and discussion, role play.
Intended learning outcomes - knowledge and understanding
On completion of this course the student will be able to:
• define speech errors and mistakes
• categorize German and Slovene speech errors
• prepare linguistic tests for hypothesis testing of speech errors and mistakes
• compare linguistic peculiarities and errors in internet chats and face-to-face dialogues regarding the model of semiotic distance
• compare linguistic peculiarities and errors in the speech variants of the young generations.
Intended learning outcomes - transferable/key skills and other attributes
communication skills: writing skills in seminar paper production and homework assignments, oral skills in paper presentation and discussion,
use of information technology: search for linguistic contents in the world wide web, use of special linguistic software and electronic dictionaries and lexicons,
organization skills: to work as team leader during seminars,
solving analytical problems,
to work creatively and flexibly with others as part of a team during seminars.
Readings
Blanken G., Dittmann J., Grimm H., Marschall J. C., Wallesch C.-W. (1993) (eds.): Linguistic Disorders and Pathologies. An International Handbook. Berlin: Gruyter.
Leuninger, H. (1998): Reden ist Schweigen, Silber ist Gold. Gesammelte Versprecher. Zürich: dtv.
Leuninger, H. (1998): Danke und Tschüß fürs Mitnehmen. Gesammelte Versprecher und eine kleine Theorie ihrer Korrekturen. Zürich: dtv.
Stemberger, J. P. (1989): Speech Errors in Early Child Language Acquisition. In: Journal of Memory and Language 28, 164 – 188.
Wiedenmann, N. (2001): Versprecher. Phänomene und Daten. Wien: Edition Praesens.
Wiese, R. (1987): Versprecher als Fenster zur Sprachstruktur. Studium Linguistik 21, 45-55.
Prerequisits
Prerequisits for acceding the course:
None.
Conditions for prerequisits:
Accomplished obligations given during seminar and tutorial.
