7.

Aussprache lernen mit allen Sinnen (Mehlhorn) – warum kann Aussprache nicht wie Wortschatz "portionsweise" gelernt werden?

Weil für Kommunikation von Anfang an das gesamte Lautsystem benötigt wird; Konsonanten, Vokale und Intonationsmuster können nicht Stück für Stück eingeführt werden.

Dretzke (2006) – welche drei Arten von Schwierigkeiten erschweren das Aussprachelernen?

Perzeptionsprobleme: muttersprachliche Hörgewohnheiten wirken wie Filter Artikulationsprobleme: Sprechbewegungen sind hoch automatisiert und schwer steuerbar Psychologische Probleme: Voreingenommenheit gegenüber dem fremden Klang, Identität mit eigener Sprechweise verbunden

What is "Bewusstmachung" and why isn't direct teacher correction enough on its own?

Bewusstmachung means creating learner awareness of pronunciation features. Direct corrections alone rarely help; learners need knowledge of phonetic characteristics and their own weaknesses, ideally paired with auditory models.

Give the auditory mnemonic Mehlhorn suggests for distinguishing [s] and [z].

A [z] sounds like the buzzing/humming of a mosquito; an [s] sounds like the hissing of a snake.

What is the German "Glottisschlag" (Knacklaut) and what should FL learners practice instead?

The glottal stop before vowel-initial words. Learners should suppress it and instead practice word linking (liaison), e.g. "get_up_at_eight."

What is "visible speech" and which software does Mehlhorn mention for analyzing it?

Visualizing spoken language's acoustic signal (e.g. intonation contour/pitch) to sensitize learners to foreign intonation. Software mentioned: Praat.

What did Hardison (2004) find in her computer-assisted prosody training study?

Learners improved intonation and speech rate, transferred gains to new untrained sentences, and also showed vocabulary growth because prosody and word meaning were stored together.

Name the three categories of phonetic listening (Hörübungen) exercises Mehlhorn describes.

Diskriminationsübungen (discrimination, e.g. minimal pairs like record/record) Identifikationsübungen (identification, e.g. following melody, spotting missing punctuation) Angewandte Hörübungen (applied listening, e.g. distinguishing similar numbers like 13/30)

What are the three stages "Vom Nachsprechen zum freien Sprechen" in Mehlhorn's article?

Nachsprechübungen (repetition, often with gestures like clapping stressed syllables) Produktive (Aus-)Sprechübungen (varying stress/intonation/emotion in given sentences) Angewandte Sprechübungen (reading aloud, role play, free speaking)

What is the aspirated vs. unaspirated plosive contrast Mehlhorn mentions as a source of difficulty?

German and English have aspirated plosives [pʰ, tʰ, kʰ], while Romance and Slavic languages have unaspirated [p, t, k]; learners must learn to distinguish and produce this contrast.

According to Levelt's (1989) model of speech production, what four stages does speaking involve?

Conceptualisation, formulation, articulation, self-monitoring.

List the general considerations that make speaking difficult, per Rauschert's slides.

Complexity of the speaking process (needs enough input, perception training) Fear of mistakes Difficulties understanding the task Lack of motivation

Name several activity types Rauschert suggests to foster speaking skills.

Gap activities (information/opinion/creativity gap) Games Classroom talk/routines (show and tell, 1-minute speech) Task-based projects Discussions, debates, "press conferences" Storytelling, 4-3-2 retelling Poetry slam, interviews, gallery walk

List the ways of organizing group discussions shown in Rauschert's slides (after Klippel).

Buzz groups, hearing, fishbowl, network, onion, star, market, opinion vote, forced contribution.

What are the four general problem areas related to pronunciation listed in Rauschert's slides?

Perception (e.g. sound discrimination), articulation, psychological factors (bias re: sounds), problems related to personality (e.g. motivation).

"Why do I sound so German?" – what four frequent reasons does Rauschert give?

General difficulties with sound production Intonation / pitch variation Voicing (e.g. /s/ vs /z/, final-obstruent devoicing/Auslautverhärtung) Connected speech

Describe the "Head first" pronunciation activity and what it trains.

It trains falling intonation at the end of wh-questions. Students tilt their heads back, then bring them slowly down while saying the question, letting their voice fall naturally.

Describe the "Stress groups" pronunciation activity.

A walkabout activity to revise vocabulary: students each get a word card with a different stress pattern and must find classmates whose words share the same stress pattern by saying their word aloud.

Describe "The multi-coloured rhyme train" activity.

A team game: the class is split into two teams; a starting colour (e.g. "blue") is written in a drawn train, and teams take turns shouting rhyming words to add to the train, earning a point per correct word.

King (2020) – give the idiomatic correction for the teacher error "Please open your books on page 13."

Please open your book at page 13 (UK) / to page 13 (US, UK) / and turn to page 13