---
_id: '46967'
abstract:
- lang: eng
text: In der vorliegenden Arbeit wird die Auswirkung expliziter Ausspracheübungen
auf die englische Aussprache von Kindern an Grundschulen in NRW untersucht. Das
Ziel dieser Arbeit ist es, eine Alternative für den mittel-offenen vorderen Vokal
/æ/ und die dentalen Frikative /, ð/ zu bieten. Es wurde eine Interventionsstudie
mit 72 Teilnehmenden aus drei verschiedenen Grundschulklassen durchgeführt; zwei
vierte Klassen mit verschiedenen Lehrkräften und eine dritte Klasse, die von der
Lehrperson einer der vierten Klassen unterrichtet wurde. Jede Klasse wurde in
eine Kontroll- und zwei Interventionsgruppen (je eine für den Vokal und die Konsonanten)
geteilt. Alle Gruppen wurden einmal zu Beginn und zwei Mal am Ende der Studie
getestet. Zwischen den letzten beiden Tests lagen sechs bis acht Wochen, um einen
mittelfristigen Effekt zu testen. Die Intervention, die nach der ersten Messung
stattfand, wurde auf zwei je ca. drei-minütige Einzelsitzungen aufgeteilt. Während
der Intervention übten die Teilnehmenden mit der Autorin die Aussprache des relevanten
Phonems. Die Ergebnisse dieser Studie zeigen, dass die Interventionen einen Effekt
auf die Aussprache der Teilnehmenden hatten. Wie sich dieser Effekt verhält und
entwickelt scheint von der Art des Phonems, dem Alter der Teilnehmenden sowie
der bisherigen Ausspracheschulung abzuhängen. Die vorliegenden Ergebnisse liefern
Erkenntnisse nicht nur für die Grundschule selbst, sondern auch für die Lehrer*innenausbildung
und Lehrplanentwicklung.
- lang: eng
text: 'This dissertation explores the effect of explicit pronunciation exercises
on the English pronunciation of primary school children in Germany. Pronunciation
is often taught through drilling exercises, not because it is the best way of
learning pronunciation, but for a lack of tried and tested alternatives. The aim
of this dissertation is to provide an alternative method of teaching the pronunciation
of the TRAP vowel and the dental fricatives, focussing especially on the physical
nature of pronunciation. Therefore, an intervention study with German-speaking
primary school pupils was conducted. The 72 participants were taken from three
different classes: two year 4 classes taught by two different teachers and one
year 3 class taught by the same teacher as one of the year 4 classes. Each class
was split into one control group and two intervention groups: one for the TRAP
vowel and one for the dental fricatives. The pronunciation of all participants
was tested once in the beginning of the study and twice at the end of the study.
A six to eight week gap between the latter to tests allowed for an insight into
longer-term results. The pupils of the intervention groups additionally participated
in two one-on-one sessions with the researcher, each lasting no longer than three
minutes, to practice their pronunciation of the respective phoneme(s). The results
of this study show that the exercises had an effect on the pronunciation of the
participants. The nature of that effect seems to depend on the age of the participants
and their previous pronunciation instruction(s). The results provide valuable
insights into how explicit instructions can influence the pronunciation of segmental
features and implications not only for primary school teachers, but also for teacher
training and curriculum development.'
author:
- first_name: Charlotte Anna
full_name: Hahn, Charlotte Anna
id: '25934'
last_name: Hahn
citation:
ama: Hahn CA. Learning the Pronunciation of Segmental Features of English Phonology
at German Primary Schools. LibreCat University; 2023. doi:10.17619/UNIPB/1-1802
apa: Hahn, C. A. (2023). Learning the pronunciation of segmental features of
english phonology at german primary schools. LibreCat University. https://doi.org/10.17619/UNIPB/1-1802
bibtex: '@book{Hahn_2023, title={Learning the pronunciation of segmental features
of english phonology at german primary schools}, DOI={10.17619/UNIPB/1-1802},
publisher={LibreCat University}, author={Hahn, Charlotte Anna}, year={2023} }'
chicago: Hahn, Charlotte Anna. Learning the Pronunciation of Segmental Features
of English Phonology at German Primary Schools. LibreCat University, 2023.
https://doi.org/10.17619/UNIPB/1-1802.
ieee: C. A. Hahn, Learning the pronunciation of segmental features of english
phonology at german primary schools. LibreCat University, 2023.
mla: Hahn, Charlotte Anna. Learning the Pronunciation of Segmental Features of
English Phonology at German Primary Schools. LibreCat University, 2023, doi:10.17619/UNIPB/1-1802.
short: C.A. Hahn, Learning the Pronunciation of Segmental Features of English Phonology
at German Primary Schools, LibreCat University, 2023.
date_created: 2023-09-12T08:01:50Z
date_updated: 2023-10-13T10:28:11Z
department:
- _id: '1'
- _id: '384'
doi: 10.17619/UNIPB/1-1802
language:
- iso: eng
publisher: LibreCat University
status: public
supervisor:
- first_name: Ilka
full_name: Mindt, Ilka
id: '32079'
last_name: Mindt
title: Learning the pronunciation of segmental features of english phonology at german
primary schools
type: dissertation
user_id: '14931'
year: '2023'
...
---
_id: '33373'
author:
- first_name: Charlotte Anna
full_name: Hahn, Charlotte Anna
id: '25934'
last_name: Hahn
- first_name: Ilka
full_name: Mindt, Ilka
id: '32079'
last_name: Mindt
citation:
ama: 'Hahn CA, Mindt I. Introduction: English Linguistics, Learners and the Classroom.
Anglistik. 2022;33(2):11-14. doi:10.33675/angl/2022/2/5'
apa: 'Hahn, C. A., & Mindt, I. (2022). Introduction: English Linguistics, Learners
and the Classroom. Anglistik, 33(2), 11–14. https://doi.org/10.33675/angl/2022/2/5'
bibtex: '@article{Hahn_Mindt_2022, title={Introduction: English Linguistics, Learners
and the Classroom}, volume={33}, DOI={10.33675/angl/2022/2/5},
number={2}, journal={Anglistik}, publisher={Universitatverlag WINTER Heidelberg},
author={Hahn, Charlotte Anna and Mindt, Ilka}, year={2022}, pages={11–14} }'
chicago: 'Hahn, Charlotte Anna, and Ilka Mindt. “Introduction: English Linguistics,
Learners and the Classroom.” Anglistik 33, no. 2 (2022): 11–14. https://doi.org/10.33675/angl/2022/2/5.'
ieee: 'C. A. Hahn and I. Mindt, “Introduction: English Linguistics, Learners and
the Classroom,” Anglistik, vol. 33, no. 2, pp. 11–14, 2022, doi: 10.33675/angl/2022/2/5.'
mla: 'Hahn, Charlotte Anna, and Ilka Mindt. “Introduction: English Linguistics,
Learners and the Classroom.” Anglistik, vol. 33, no. 2, Universitatverlag
WINTER Heidelberg, 2022, pp. 11–14, doi:10.33675/angl/2022/2/5.'
short: C.A. Hahn, I. Mindt, Anglistik 33 (2022) 11–14.
date_created: 2022-09-15T08:31:29Z
date_updated: 2023-10-13T10:16:49Z
department:
- _id: '1'
- _id: '384'
doi: 10.33675/angl/2022/2/5
intvolume: ' 33'
issue: '2'
keyword:
- General Medicine
language:
- iso: eng
page: 11-14
publication: Anglistik
publication_identifier:
issn:
- 0947-0034
- 2625-2147
publication_status: published
publisher: Universitatverlag WINTER Heidelberg
status: public
title: 'Introduction: English Linguistics, Learners and the Classroom'
type: journal_article
user_id: '14931'
volume: 33
year: '2022'
...
---
_id: '33299'
abstract:
- lang: eng
text: "The aim of this study was to find out whether teaching how to search for
literature\r\nwould be more beneficial to students and teachers if done online
through short videos\r\nrather than in person during course time. To find out
whether online videos are more\r\nbeneficial, two courses were asked to fill in
questionnaires, one at the beginning and\r\none at the end of the semester. One
of the courses received the input online via videos\r\nand were given an exercise
to put the newly learned skills to use, the other course\r\nserved as a control
group and learned how to search for literature during the course.\r\nThe results
show that while the difference between the two groups is not significant,\r\nthe
videos can still be regarded as being more beneficial than teaching the necessary\r\nskills
during course time."
author:
- first_name: Charlotte Anna
full_name: Hahn, Charlotte Anna
id: '25934'
last_name: Hahn
citation:
ama: Hahn CA. Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur
suchen. die hochschullehre. 2020;(6).
apa: Hahn, C. A. (2020). Informationskompetenz durch E-Learning? Durch Lernvideos
nach Literatur suchen. die hochschullehre, 6.
bibtex: '@article{Hahn_2020, title={Informationskompetenz durch E-Learning? Durch
Lernvideos nach Literatur suchen}, number={6}, journal={die hochschullehre}, author={Hahn,
Charlotte Anna}, year={2020} }'
chicago: Hahn, Charlotte Anna. “Informationskompetenz durch E-Learning? Durch Lernvideos
nach Literatur suchen.” die hochschullehre, no. 6 (2020).
ieee: C. A. Hahn, “Informationskompetenz durch E-Learning? Durch Lernvideos nach
Literatur suchen,” die hochschullehre, no. 6, 2020.
mla: Hahn, Charlotte Anna. “Informationskompetenz durch E-Learning? Durch Lernvideos
nach Literatur suchen.” die hochschullehre, no. 6, 2020.
short: C.A. Hahn, die hochschullehre (2020).
date_created: 2022-09-08T09:05:30Z
date_updated: 2023-10-13T10:17:31Z
ddc:
- '020'
department:
- _id: '1'
- _id: '384'
file:
- access_level: open_access
content_type: application/pdf
creator: chogg
date_created: 2022-09-08T09:05:22Z
date_updated: 2022-09-08T09:05:22Z
file_id: '33300'
file_name: HSL2012W.pdf
file_size: 318104
relation: main_file
file_date_updated: 2022-09-08T09:05:22Z
has_accepted_license: '1'
issue: '6'
keyword:
- E-Learning
- information competence
- literature
- library
- research
language:
- iso: ger
main_file_link:
- open_access: '1'
url: http://www.hochschullehre.org/wp-content/files/diehochschullehre_2020_Hahn_Informationskompetenz.pdf
oa: '1'
publication: die hochschullehre
publication_identifier:
eissn:
- ISSN 2199-8825
publication_status: published
status: public
title: Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen
type: journal_article
user_id: '14931'
year: '2020'
...
---
_id: '33301'
author:
- first_name: Martina
full_name: Bredenbröcker, Martina
last_name: Bredenbröcker
- first_name: Charlotte Anna
full_name: Hahn, Charlotte Anna
id: '25934'
last_name: Hahn
citation:
ama: 'Bredenbröcker M, Hahn CA. Welcome back to school: Aussprache in Klasse 5 prüfen.
Englisch 5 - 10. 2018;41:32-34.'
apa: 'Bredenbröcker, M., & Hahn, C. A. (2018). Welcome back to school: Aussprache
in Klasse 5 prüfen. Englisch 5 - 10, 41, 32–34.'
bibtex: '@article{Bredenbröcker_Hahn_2018, title={Welcome back to school: Aussprache
in Klasse 5 prüfen}, volume={41}, journal={Englisch 5 - 10}, publisher={Friedrich},
author={Bredenbröcker, Martina and Hahn, Charlotte Anna}, year={2018}, pages={32–34}
}'
chicago: 'Bredenbröcker, Martina, and Charlotte Anna Hahn. “Welcome back to school:
Aussprache in Klasse 5 prüfen.” Englisch 5 - 10 41 (2018): 32–34.'
ieee: 'M. Bredenbröcker and C. A. Hahn, “Welcome back to school: Aussprache in Klasse
5 prüfen,” Englisch 5 - 10, vol. 41, pp. 32–34, 2018.'
mla: 'Bredenbröcker, Martina, and Charlotte Anna Hahn. “Welcome back to school:
Aussprache in Klasse 5 prüfen.” Englisch 5 - 10, vol. 41, Friedrich, 2018,
pp. 32–34.'
short: M. Bredenbröcker, C.A. Hahn, Englisch 5 - 10 41 (2018) 32–34.
date_created: 2022-09-08T09:17:22Z
date_updated: 2023-10-13T10:18:03Z
department:
- _id: '1'
- _id: '384'
intvolume: ' 41'
keyword:
- Abschlussprüfung Englisch
- Auslautverhärtung
- Aussprache
- awareness raising activities
- final-obstruent devoicing
- Lautschulung
- oral exam
- pronunciation
- silent letters
- th
- w vs. v
language:
- iso: ger
page: 32-34
publication: Englisch 5 - 10
publication_status: published
publisher: Friedrich
status: public
title: 'Welcome back to school: Aussprache in Klasse 5 prüfen'
type: journal_article
user_id: '14931'
volume: 41
year: '2018'
...