Lieselotte Sippel

Lieselotte Sippel's picture
Senior Lector I of Germanic Languages and Literatures
Address: 
100 Wall Street, Room 325, New Haven, CT

PhD Pennsylvania State University, State College, PA

Before joining Yale’s German Department in 2018, Liese Sippel taught all levels of German language classes at New York University, The Pennsylvania State University, and Middlebury College. Her research interests include instructed second language acquisition and foreign language pedagogy.

Selected Awards and Achievements

2017 Denise Haunani Solomon Liberal Arts Outstanding Teaching Award for Graduate Students, College of Liberal Arts, The Pennsylvania State University

2014 and 2015 Superior Teaching and Research Award, College of Liberal Arts, The Pennsylvania State University

Positions

2020 Senior Lector I, Department of Germanic Languages and Literatures, Yale University

2018 Lector, Department of Germanic Languages and Literatures, Yale University

2017 Lecturer, Department of German, New York University

2017 Visiting Faculty, German Summer School, Middlebury College

Recent Publications

Martin, I.A., & Sippel, L. (2021): Is giving better than receiving? The effects of peer and teacher feedback on L2 pronunciation skills. Journal of Second Language Pronunciation, 7(1).

Sippel, L. (2020): German learners’ beliefs about peer interaction and peer feedback. Die Unterrichtspraxis/Teaching German, 53(2).

Sippel, L. (2019): The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595-611.

Sippel, L. (2019): Jojo sucht das Glück. Software Review. Die Unterrichtspraxis/Teaching German, 52(1), 121-122.

Sippel, L., & Nimmrichter, S. (2017): Lehrwerke aus Deutschland: Eine Alternative für den Unterricht an US-Universitäten? Die Unterrichtspraxis/Teaching German, 50(2), 198-212.

Sippel, L.: Teaching German with German-only textbooks (2016). Pennsylvania Language Forum, 85(1), 26-30.

Sippel, L., & Jackson, C.N. (2015): Teacher versus peer oral corrective feedback in the German language classroom. Foreign Language Annals, 48(4), 688-705.

Sippel, L., & Albert, R. (2015): Der Brust und die Bioladen. Genuslernen mit Mnemotechniken im Anfängerunterricht. Deutsch als Fremdsprache, 52(4), 214-222.

Recent Conference Presentations

Martin, I.A., & Sippel, L. (November 2020): Using the contemporary film “Ballon” to teach about German reunification. Paper presented at the ACTFL Annual Convention & World Languages Expo. Virtual Conference.

Martin, I.A., & Sippel, L. (October 2020): The effects of giving vs. receiving peer feedback and teacher feedback on L2 pronunciation skills. Paper presented at the Second Language Research Forum (SLRF), Virtual Conference.

Sippel, L., & Sato, M. (August 2020): The role of teachers, program directors, and administrators for the research-pedagogy link: The case of US Ivy League universities. Paper accepted at the AILA (International Association of Applied Linguistics) World Congress. Groningen, Netherlands. (Conference canceled)

Sippel, L., & Martin, I.A. (March 2020): The impact of metacognitive instruction on learners’ attitudes towards giving and receiving peer feedback. Poster accepted at the American Association of Applied Linguistics (AAAL) Annual Conference, Denver, CO. (Conference canceled)

Martin, I.A., & Sippel, L. (November 2019): Using contemporary film to teach about the refugee crisis in Germany. Paper presented at the ACTFL Annual Convention & World Languages Expo. Washington, DC.

Sippel, L., & Martin, I.A. (November 2019): Teaching German pronunciation with peer feedback. Poster presented at the ACTFL Annual Convention & World Languages Expo, Washington, DC.

Martin, I.A., & Sippel, L. (2019): Is giving better than receiving? The effects of peer and teacher corrective feedback on L2 perception skills. Paper presented at the Pronunciation in Second Language Learning and Teaching (PSLLT) Conference, Northern Arizona State University, Flagstaff, AZ.

Sippel, L., & Martin, I.: (November 2018): “An inductive approach to teaching German pronunciation.” Paper to be presented at the ACTFL Annual Convention and World Languages Expo, New Orleans, LA.

Sippel, L. (October2018): “The impact of peer feedback training on interactional moves.” Paper to be presented at the Second Language Research Forum (SLRF), Montreal, Canada.

Sippel, L. (November 2017): “Peer feedback in the foreign language classroom.” Paper presented at the ACTFL Annual Convention and World Languages Expo, Nashville, TN.

Sippel, L. (March 2017): “Learners’ beliefs about oral peer feedback.” Paper presented at the American Association of Applied Linguistics (AAAL) Annual Conference, Portland, OR.

Sippel, L. (November 2016): “The effectiveness of peer interaction with and without a focus on form.” Paper presented at the ACTFL Annual Convention and World Languages Expo, Boston, MA.

Nimmrichter, S., & Sippel, L. (November 2016): “Learners’ reactions to CEFR-based textbooks in introductory German courses.” Paper presented at the ACTFL Annual Convention and World Languages Expo, Boston, MA.

Sippel, L. (September 2016): “Peer corrective feedback for vocabulary development.” Paper presented at the Second Language Research Forum (SLRF), New York City, NY.

Sippel, L., & Nimmrichter, S. (April 2016): “Learners’ perceptions of native language use in introductory foreign language textbooks.” Paper presented at the American Association of Applied Linguistics (AAAL) Annual Conference, Orlando, FL.

Sippel, L.: (October 2015) “The effects of peer and teacher CF on the acquisition of past participles in L2 German.” Paper presented at the Second Language Research Forum (SLRF), Georgia State University, Atlanta, GA.

Sippel, L., & Joo, H. (October 2015): “Making language classes fun: Learning vocabulary and grammar with games.” Workshop conducted at the Pennsylvania State Modern Language Association (PSMLA) Annual Fall Conference, King of Prussia, PA.

Sippel, L., & Jackson, C.N. (May 2015): “Peer vs. teacher based oral corrective feedback in the foreign language classroom.” Paper presented at the Germanic Linguistics Annual Conference (GLAC), Brigham Young University, Provo, UT.

Sippel, L. (October 2014): “The effects of explicit information on the acquisition of a complex grammatical rule.” Paper presented at the Second Language Research Forum (SLRF), University of South Carolina, Columbia, SC.

Brooks, L., & Sippel, L. (October 2014): “Increasing intercultural awareness through the film Almanya – Willkommen in Deutschland”. Workshop conducted at the Pennsylvania State Modern Language Association (PSMLA) Annual Fall Conference, State College, PA.

Sippel, L., Nimmrichter, S., & Whitlock, A. (October 2014): “Choosing a textbook: From the US or from Germany?” Workshop conducted at the Pennsylvania State Modern Language Association (PSMLA) Annual Fall Conference, State College, PA.

Sippel, L. (October 2014): “Learning complex grammatical rules through explicit instruction.” Poster presented at the Bilingualism Forum, University of Illinois at Chicago, Chicago, IL.