Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers. While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method. While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.

1. Supporting Language Learners
through Phonetics Tutorials
The case of German Phonetics at the Centre for
Foreign Language Studies, Durham University
AUCL 2017
Alex Burdumy

2. ∂

3. ∂
Core questions
• How can very specific problems of a sub-group of
learners be addressed?
• How are listening and pronunciation skills acquired?
• How interrelated are the four language learning
areas?
• How are listening and pronunciation skills usually
dealt with in classes, how in common course
books?
• Do we need to teach more “phonetics” or is it too
specific for the typical language class?

4. ∂
Basic assumption
My thesis: Problems with phonetic system of a
language carry over from listening
comprehension to all other aspects of the
language.
Anecdotal evidence: High frequency that
learners with an L1/„Asian“ background
struggle when learning German as L2;
contrast to „European“ peers.

5. ∂
German Phonetics Booster Class
• My vision: If a student is struggling with an aspect in
a language (but willing to learn), you support him!
• But:
• Time constraints in regular class
• Teaching materials don’t exist
• Too specific for many learners
 Research into the phonological differences between
German on the one side and Chinese and Japanese on
the other side.

6. ∂
Research/literature backing up
my thesis
“Der Erwerb bzw. die Vermittlung einer (..) Aussprache
gehört zu jedem kommunikativ orientierten
Fremdsprachenunterricht, denn ohne die Fertigkeiten und
Fähigkeiten, Klangmerkmale der Fremdsprache adäquat
wahrzunehmen und zu produzieren ist mündliche
Kommunikation nicht möglich. Die Aussprache umfasst dabei
nicht nur Vokale und Konsonanten sondern auch
übergreifende Merkmale wie Wort- und
Wortgruppenakzentuierung, Rhythmus, Gliederung
(Pausierung) und Melodie.” (Hirschfeld & Stock, 2007: 1f)

7. ∂
Research/literature backing up
my thesis
„artikulatorische Bewegungsmuster… sind
automatisiert“, „Schwierigkeiten setzen mit dem Hören
ein“, „muttersprachliches Lautsystem, das wie ein Filter
wirkt“, „die falsche auditive Wahrnehmung verhindert
dann eine korrekte Artikulation“ (Storch, 1999: 104)
The phonological system of the mother tongue acts as a
sieve through which all other languages are processed
and interpreted (compare Trubetzkoy, 1977:47).

8. ∂
Optional German phonetics
tutorials
• Project in 2015/16, 5x1h sessions in language lab
sessions
• Incentivised
• Dossier
Exercise pattern:
Practice of
specific
phonemes
Contrastive
exercises using
German words
Rhythmic
exercises
One hour of
homework (self-
study)
assignments

9. ∂
Typical struggles/challenges
Source: Wiktionary.org

10. ∂
Phonological differences (from a
German teacher‘s perspective)
German Chinese Japanese
Vowels - #
phonemes
16-17 9 5
Consonants - #
phonemes
26 21 17
Consonant
differentiation
Voiced
consonants
Only unvoiced
consonants, but
aspiration is
added
✖
/r/ Three different
phonemes:
uvular fricative
[ʁ] and trill
consonants [r, ʀ]
✖ ✖
Pronounced as [l]

11. ∂
Phonological differences (from a
German teacher‘s perspective)
German Chinese Japanese
Length of vowels
carries meaning
difference
✔ ✖
Tonal language
(“pitch“ carries
meaning)
✖
Consonant
clusters
✔ ✖ ✖
Very simple system of
usually consonant
followed by vowel
Final-obstruent
devoicing
✔ ✖ ✖
Final /d/
pronounced as [t]
✔ ✖ ✖

12. ∂
Feedback and outcome?
• Student feedback very positive and encouraging
• Teaching very different, challenging at first, requires
a lot of preparation; very rewarding in understanding
the topic and the problems
• Students learn more about German phonology, but
not a lot about phonetics
• Sustainable model?

13. ∂
Online tutorials as a solution?
• Widely accessible
• CALL technology can provide support for very
specific learning challenges that cannot be
addressed in the classroom
• More tailored to specific needs
• No replacement of the traditional classroom
setting, but an extension of it (virtual practice
room, not virtual classroom).

14. ∂
„Challenges“
• Precise and exact production of minute
phonetic details
• Logical sequence that covers basics, but then
moves to a modular character
• Ability to record oneself
• Instant and reliable feedback (for example
through recording)
• Available resources

15. ∂
Examples

16. ∂
Examples

17. ∂
Bigger picture
• Increase retention, especially in beginners
classes:
• Avoid disillusionment, struggles and frustration
among learners
• More predictable and comparable learning
outcomes
• Better language skills overall
• Use of technology in a sensible way

18. ∂
Questions for discussion
Phonetics in the classroom – pushed to the side and
widely ignored. Should it be more prominent?
Does lack of phonetic understanding cause deficiencies
in other areas of language learning? Or is it just
natural that some students need to put more work in
than others?
One size fits all, or highly specific? Should language
learning cater to very specific subgroups of learners?
Do online tutorials for particular aspects of language
learning (not just for phonetics) have a future?

19. ∂
Bibliography
Albrecht, I. (1998). Analyse phonetischer Schwierigkeiten und Konsequenzen für die Unterrichtspraxis (am Beispiel japanischer Deutschlerner). Zeitschrift “Deutsch Als Fremdsprache,” 35, 31–
36.
Bose, I. (1999). Rhythmus im Unterricht Deutsch als Fremdsprache. Einige Überlegungen zu aktuellen Tendenzen in Phonetiklehrwerken. Zeitschrift “Deutsch Als Fremdsprache,” 4, 225–228.
Dieling, H., & Hirschfeld, U. (2000). Phonetik lehren und lernen. Fernstudieneinheit 21. Berlin: Langenscheidt.
Eupedia, European Languages & Linguistics. http://www.eupedia.com/linguistics/
Fischer, A. (2007). Deutsche Aussprache – Lernen mit Rhythmus. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 12(2).
Gehrmann, S. (2000). Lerntheoretische Defizite der Zweitsprachenerwerbsforschung am Beispiel der Phonetik. Info DaF. Informationen Deutsch Als Fremdsprache, 27(4), 337–351.
Graffmann, H., & Timoxenco-Moura, R. (1995). Aussprache lehren - eine Herausforderung. Ein Stein des Anstoßes oder ein Stein zum Anstoßen? Zeitschrift “Deutsch Als Fremdsprache,” 4,
238–243.
Hirschfeld, U. (2011). Aspekte des Aussprachetrainings mit japanischen Deutschlernenden ( DaFnE ) (No. 42) (Vol. 3). Retrieved from
https://dokkyo.repo.nii.ac.jp/?action=repository_uri&item_id=105&file_id=22&file_no=1
Hirschfeld, U., & Reinke, K. (2008). Phonetik in Deutsch als Fremdsprache: Theorie und Praxis – Einführung in das Themenheft. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 13(1),
1–25. Retrieved from http://zif.spz.tu-darmstadt.de/jg-13-1/beitrag/Feist1.htmnhttp://zif.spz.tu-darmstadt.de/jg-13-1/docs/Feist1.pdf
Hirschfeld, U., Reinke, K., & Stock, E. (2007). Phonothek Intensiv. Aussprachetraining. Berlin: Langenscheidt.
Hirschfeld, U. (2006). Aspekte des Aussprachetrainings mit japanischen Deutschlernenden ( DaFnE ), (September 2007).
Huneke, H., & Steinig, W. (2002). Sprachdidaktik. Eine Einführung. Berlin: Schmidt.
Hunold, C. (2009). Untersuchungen zu segmentalen und suprasegmentalen Ausspracheabweichungen chinesischer Deutschlernender. Frankfurt a.M.: Peter Lang.
Lazaro, N., & Reinders, H. (2007). Innovation in Self-Access : Three Case Studies. Computer-Assisted Language Learning - Electronic Journal, 8(2), 1–15.
Leahy, C. (2006). Introducing ICT to teachers of an institution-wide language programme: Principal considerations. JALT CALL Journal, 2(3), 3–14.
Leahy, C. (2004). Researching language learning processes in open CALL settings for advanced learners. Computer Assisted Language Learning, 17(3–4), 289–313. Retrieved from
http://llr.ntu.ac.uk/rpd/researchpublications.php?pubid=6c175772-4937-484b-8b6e-0b861ba2c4ee
Liu, T. (2015). Ich verstehe nur Chinesisch! Kontrastierung der chinesischen und deutschen Phonetik/Phonologie als Basis für die Entwicklung von Lehr- und Lernmaterialien für
Deutschlernende chinesischer Muttersprache. Humbold-Universität zu Berlin, Berlin. Retrieved from http://edoc.hu-berlin.de/dissertationen/liu-tong-2015-07-14/PDF/liu.pdf
Miller, C. (2004). Phonetik im Unterricht Deutsch als Fremdsprache in Spanien. Porta Linguarum, 2.
Noske, K. (2012). Einflussfaktoren auf die Aussprache einer Zweit- / Fremdsprache. Eine Forschungsübersicht. Stockholm. Retrieved from
https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjH8bPn-
ajQAhXLCMAKHYspAgwQFggdMAA&url=http%3A%2F%2Fwww.diva-
portal.org%2Fsmash%2Fget%2Fdiva2%3A532567%2FFULLTEXT01.pdf&usg=AFQjCNGEC0lXbd3QzN9_t8V0yrmOhJotBQ&sig2=
Panusova, M. (2008). Phonetik in DaF-Lehrwerken. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 13(1), 1–25. Retrieved from http://zif.spz.tu-darmstadt.de/jg-13-
1/beitrag/Feist1.htmnhttp://zif.spz.tu-darmstadt.de/jg-13-1/docs/Feist1.pdf
Phonetics Laboratory, Oxford University; http://www.phon.ox.ac.uk/jcoleman/PHONOLOGY1.htm
Radford, A., Atkinson, M., Britain, D., Clahsen, H., & Spencer, A. (1999). Linguistics. An Introduction. Cambridge: Cambridge University Press.
Richter, R. (2011). Ausspracheabweichungen chinesischer Deutschlerner und ihre kommunikative Relevanz. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 16(2).
Richter, R. (2002). Zur Relevanz der Gesprochene-Sprache- Forschung für den DaF-Unterricht. Info DaF. Informationen Deutsch als Fremdsprache, 29(4), 306-316.
Seedhouse, P. (1996). Needs Analysis as a Basis for Call Materials Design. Computer Assisted Language Learning, 9(1), 63–74.
Smith, B. (2009). Task-based learning in the computer-mediated communicative ESL / EFL classroom. Computer-Assisted Language Learning - Electronic Journal, 11(1), 1–15.
Solmecke, G. (1992). Ohne Hören kein Sprechen. Bedeutung und Entwicklung des Hörverstehens im Deutschunterricht. Fremdsprache Deutsch 7, 4-11
Storch, G. (1999). Deutsch als Fremdsprache, eine Didaktik : theoretische Grundlagen und praktische Unterrichtsgestaltung. München: Fink.
Sulac, S. (2011). Ausspracheprobleme im Spracherwerb (DaF-Unterricht) bei gagausischen Deutschlernern. Studia Linguistica, (5), 453–456. http://doi.org/801.41:804.92
Tanaka, R. (2005). Zur zielgerechten Übung der Fertigkeit Hören im Rahmen des japanischen Deutschunterrichts. Soka University Bulletin of the Department of Foreign Languages and
Studies, 15(3), 131–166. Retrieved from http://ci.nii.ac.jp/naid/110006608928/en
Trubetzkoy, N. (1977). Grundzüge der Phonologie. Göttingen: Vandenhoeck & Ruprecht
WALS Info (The World Atlas of Language Structures Online). http://wals.info
Zhao, J. (2005). Probleme chinesischer Deutschlerner im Schreiben – Analyse der Schreibaufgaben im TestDaF- Modellsatz. Info DaF. Informationen Deutsch Als Fremdsprache, 1(32), 14–27.