About

In my PhD thesis, I looked at automatized/implicit and explicit grammar knowledge among teenage learners of English and how these types of knowledge seem to be impacted by instruction and learners' use of English in their spare time. To do so, I adopted a cross-national perspective, comparing Austrian and Swedish learners at the age of 13-14 years (N = 213). Alongside my PhD, I have been working on a variety of studies related to the topics and contexts listed below.​

 

Research interests:

• Implicit, explicit, and automatized grammar knowledge 

• Instructed and incidental grammar acquisition 

• Recreational language use and its impact on learning and instruction

• Learning through authentic audiovisual input

 

Research contexts:

• Primary and secondary education

• Contexts of instructed and uninstructed, incidental learning

• EFL teaching and learning in different European countries (Austria, Finland, France, Sweden)

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Test instruments and methods:

• Teacher and student self-report in questionnaires and interviews

• Test instruments of automatized/implicit (elicited imitation, timed grammaticality judgment, oral narrative test) and explicit knowledge (untimed grammaticality judgment, metalinguistic knowldge test)

• Data analysis using MAXQDA, SPSS, and R

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Collaborators:

• Dr. Christiane Dalton-Puffer (thesis supervisor), Professor of English linguistics at the University of Vienna

• Dr. Pia Sundqvist (thesis supervisor), Associate Professor of English didactics at the University of Oslo

• Dr. Julia Hüttner, Professor of English didactics at the University of Vienna

• Dr. Marion Coumel, post-doctoral researcher at the University of York

• Dr. Shona Whyte, Professor of Applied Linguistics at the University Côte d'Azur