Lieselotte Sippel
Bio:PhD Pennsylvania State University, State College, PA Lieselotte Sippel teachers 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:
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
Recent Publications:
Schenker, T., & Sippel, L. (2023): Effects of extended exposure to video in the language classroom on listening proficiency. Die Unterrichtspraxis/Teaching German. Advance online publication. https://doi.org/10.1111/tger.12220
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., & Martin, I. A. (2022). Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback. International Review of Applied Linguistics in Language Teaching. Advance online publication. https://doi.org/10.1515/iral-2021-0175
Martin, I. A., & Sippel, L. (2021): Providing vs. receiving peer feedback: Learners’ beliefs and experiences. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688211024365
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
Sippel, L. (2020): German learners’ beliefs about peer interaction and peer feedback. Die Unterrichtspraxis/Teaching German, 53(2), 175-190. https://doi.org/10.1111/tger.12135
Sippel, L. (2019): The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595-611. https://doi.org/10.1111/flan.12416
Recent Conference Presentations:
Sippel, L., & Martin, I. A. (March 2023): “The effectiveness of peer and teacher corrective feedback during telecollaboration”. Paper to be presented at the American Association of Applied Linguistics (AAAL) Annual Conference. Portland, OR.
Sippel, L., & Martin, I. A. (November 2022): “The case for focused vs. comprehensive written feedback”. Poster presented at the ACTFL Annual Convention & World Languages Expo. Boston, MA.
Sippel, L., & Martin, I. A.: (June 2022): The effects of peer and teacher feedback on long-term maintenance of gains in L2 pronunciation. Paper presented at the Pronunciation in Second Language Learning and Teaching (PSLLT) Conference. Brock University, St. Catharines, Canada.
Martin, I. A., & Sippel, L. (June 2022): Using an inductive approach to teach pronunciation. Poster presented at the Pronunciation in Second Language Learning and Teaching (PSLLT) Conference. Brock University, St. Catharines, Canada.
Martin, I. A., & Sippel, L. (March 2022): Beliefs matter: The relationship between beliefs about peer feedback and its effectiveness in pronunciation instruction. Paper presented at the American Association of Applied Linguistics (AAAL) Annual Conference. Pittsburgh, PA.
Sippel, L. (November 2021): Teaching about the refugee experience using the novel ‘Geflüchtet’. Paper presented at the ACTFL Annual Convention & World Languages Expo. Virtual Conference.
Martin, I. A., Sippel, L., & Schenker, T. (2021): Teaching about diversity and inclusion through soccer”. Paper presented at the ACTFL Annual Convention & World Languages Expo. Virtual Conference.
Sippel, L., & Sato, M. (August 2021): The role of teachers, program directors, and administrators for the research-pedagogy link: The case of US Ivy League universities. Paper presented at the AILA (International Association of Applied Linguistics) World Congress. Virtual Conference.
Schenker, T., & Sippel, L. (2021): Increasing listening skills through teaching a telenovela. Paper presented at the NECTFL Conference. Virtual Conference.
Sippel, L., & Martin, I. A. (March 2021): Metacognitive instruction for giving and receiving peer feedback: Learners’ beliefs and experiences. Paper presented at the American Association of Applied Linguistics (AAAL) Annual Conference. Virtual Conference.
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.
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.