Lieselotte Sippel
Research Areas
Bio
Lieselotte Sippel earned her PhD from Pennsylvania State University, State College, PA. She teaches all levels of German from elementary to advanced language courses. Her research examines second language acquisition in classroom contexts, with the goal to identify pedagogical methods that help learners develop language skills most effectively. Her areas of focus are peer interaction, corrective feedback, pronunciation instruction, and telecollaboration in the world language classroom.
Positions:
2023 Senior Lector II and Associate Research Scholar, Department of Germanic Languages and Literatures, Yale University
2020 Senior Lector I, Department of Germanic Languages and Literatures, Yale University
2018 Lector, Department of Germanic Languages and Literatures, Yale University
Highlighted Research Activity
Martin, I. A., & Sippel, L. (2023): Long-term effects of peer and teacher feedback on pronunciation. Journal of Second Language Pronunciation. Advance online publication. https://doi.org/10.1075/jslp.22041.mar
Sippel, L., & Sato, M. (2022): Teacher beliefs about research and researchers. Different roles at research-oriented universities. The Modern Language Journal, 106(3), 583-598. https://doi.org/10.1111/modl.12797
Martin, I. A., & Sippel, L. (2022): Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221097307
Sippel, L. (2021): Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688211004638
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), 62-88. https://doi.org/10.1075/jslp.20001.mar