Forschung am Anglistischen Seminar

Hier finden Sie einen Überblick über Forschungsprojekte und die aktuellsten Veröffentlichungen aller Forschenden des Anglistischen Seminars. Weitere Informationen zur Forschung finden Sie auf den Seiten der Mitarbeiterinnen und Mitarbeiter.

Forschungsprojekte

Crossing the Borders (A I)

The interplay of language, cognition, and the brain in early human development

Bild: Dieter Thoma

Mehrsprachiges Klassenzimmer (A I)

Lehrerbildung: Kompetent lehren und lernen im mehrsprachigen Klassenzimmer

MABEL (A II)

Mannheimer Beiträge zur Literatur- und Kulturwissenschaft

BiLLiE (MD)

The implementation of bilingual programs in German primary schools, with a special focus on the role of the teachers

SMILE (MD)

The SMILE project investigates the role of internal and external factors in the acquisition of a second language (L2) by young monolingual and multilingual learners in different primary school settings.

Bild: Pexels / Pixabay

Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition (MD)

Interdisciplinary transnational cooperation project on variability of factors affecting linguistic and cognitive development in the humanities, psychology and social sciences

Bild: Oana Szekely

MA-eye-LAB (A I)

Besuchen Sie die Seiten unseres psycholinguistischen Forschungslabors

RUEG P5 (A I)

Emerging Grammars in Language Contact Situations: A Comparative Approach. Teilprojekt P5: Clause Structure in Heritage German

Mannheim Papers in Multilingualism, Acquisition, and Change (A IV)

ELIAS (MD)

Early Language & Intercultural Acquisition Studies with research and practice in bilingual preschools

SMILE Project Series (MD)

Access to the project series containing project papers, reports, test instruments, and other materials.

Bild: MAZEM gGmbH

MAZEM (A I)

Transferforschung mit dem Mannheimer Zentrums für Empirische Mehrsprachigkeitsforschung gGmbH

Wortakrobaten (A I)

Besuchen Sie die Seiten des Kindersprachlabors des Lehrstuhls Anglistik I/Psycholinguistik.

Bild: Prof. Dr. Carola Trips

SILPAC (A IV)

Structuring the Input in Language Processing, Acquisition and Change

FLINK (MD)

Foreign language learning in inclusive contexts: untersucht die Entwicklung sprachlicher und kognitiver Fähigkeiten bei Kindern mit heterogenen Lernvoraussetzungen in zweisprachigen Kitas

STILE (MD)

Effective Teaching Strategies in the (Foreign Language) Classroom

Abgeschlossene Projekte

BASICS (A IV)
Bild: Carola Trips
Entlehnung von Argumentstruktur in Sprachkontaktsituationen: der Einfluss des Altfranzösischen auf das Mittelenglische. Hier mehr lesen
LinguaPix (A I)
A crowdsourcing mega-study developing a database of picture naming norms. Hier mehr lesen
Linguistic Creativity (A I)
Bild: Agnieszka Ewa Krautz
Exploration of Linguistic Creativity in Multilingual Speakers. Hier mehr lesen
MEG-SKoRe (A I)
Bild: Christine Roth
Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im Englischerwerb in der Grundschule. Hier mehr lesen
Quantified Self (A III)
Probing the Limits of the Quantified Self. Hier mehr lesen

Veröffentlichungen

Anglistisches Seminar (der letzten 5 Jahre)

Artikel
Bücher
Buchkapitel
Konferenzveröffentlichungen

Baroncini, I. und Torregrossa, J. (2025). Language and structure activation explain cross-linguistic influence in bilingual language production: Evidence from within- and across-language priming. Bilingualism : Language and Cognition.
Elter, W. J. und Shaw, M. (2025). Loan verb accommodation: a comparison of Old Norse and French in Middle English. English Language and Linguistics, 29, 35–58.
Leitner, F. (2025). „There's nobody else here:" Recessionary Ireland and the impossibility of community in Conor O'Callaghan's Nothing on Earth (2016). Anglistik, 36, 63–77.
Meinhardt-Injac, B., Altvater-Mackensen, N., Mohs, A., Goulet-Pelletier, J.-C. und Boutet, I. (2025). Emotion processing in late adulthood: the effect of emotional valence and face age on behavior and scanning patterns. Behavioral Sciences, 15, 1–20.
Michelotti, A., Baroncini, I. und Engemann, H. (2025). Linguistic variation in the interpretation and production of Italian motion event constructions in younger and older adults: evidence for language change? Language and Cognition, 17, 1–26.
Schuhmaier, S. (2025). Immigrant Experience and Irish Literature: Melatu Uche Okorie's This Hostel Life. Review of Irish Studies in Europe : RISE, 7, 50–65.
Engemann, H. (2024). Structural complexity reduction in English-French bilingual children’s event encoding. Journal of Child Language, 51, 1243-1267.
Engemann, H. und Radetzky, S. (2024). Cognate facilitation in child third language learners in a multilingual setting. Languages : Open Access Journal, 9, 1–26.
Greve, W., Koch, M., Rasche, V. und Kersten, K. (2024). Extending the scope of the ‘cognitive advantage’ hypothesis: Multilingual individuals show higher flexibility of goal adjustment. Journal of Multilingual and Multicultural Development, 45, 822–838.
Jacob, G., Katsika, K., Family, N., Kholodova, A. und Allen, S. E.M. (2024). Evidence for a constituent order boost in structural priming. Glossa Psycholinguistics, 3, 1–26.
Jacob, G., Schaeffer, M. J., Oster, K. und Hansen-Schirra, S. (2024). The psycholinguistics of shining-through effects in translation: cross-linguistic structural priming or serial lexical co-activation? Applied Psycholinguistics, 45, 542–566.
Koch, M. J., Kersten, K. und Greve, W. (2024). An emotional advantage of multilingualism. Bilingualism : Language and Cognition, 1–14.
Krautz, A. (2024). Tolerance of ambiguity, need for cognitive closure and feeling like a different person when speaking different languages. Journal of Multilingual and Multicultural Development, 45, 289–305.
Leitner, F. (2024). Poor little rich kids: privilege, murder and melancholia in Kevin Power's „Bad Day in Blackrock“ and Tana French's „The Secret Place“. Review of Irish Studies in Europe : RISE, 7, 66–84.
Lorette, P. und Dewaele, J.-M. (2024). Valence and arousal perception among first language users, foreign language users, and naïve listeners of Mandarin across various communication modalities. Bilingualism : Language and Cognition, 27, 874–885.
Maffongelli, L., Haerms, L., Paulus, M. und Altvater-Mackensen, N. (2024). Assessing action processing in preschool children: A systematic review and overview of different action tasks. International Journal of Developmental Science, 1–29.
Melzel, S., Altvater-Mackensen, N., Ganglmayer, K., Müller, F., Steinmassl, K., Hauf, P. und Paulus, M. (2024). The development of children’s and adults’ use of kinematic cues for visual anticipation and verbal prediction of action. Journal of Experimental Child Psychology : JECP, 249, 1–25.
Percillier, M. und Schauwecker, Y. (2024). Cognitive mechanisms driving (contact-induced) language change: introduction to the special issue. Linguistics Vanguard, 10, 109–113.
Schuhmaier, S. (2024). National identity, race, and grime: Rethinking the margins of englishness. Journal for the Study of British Cultures : JSBC, 31, 77–93.
Thoma, D. (2024). Language-dependent emotions in heritage and second language bilinguals: When physiological reactions deviate from feelings. International Journal of Bilingualism, 28, 374–389.
Thoma, D., Heilmann, F. und Trotno, M. (2024). Homophone priming in bilingual preference formation. Journal of Experimental Psychology. Learning, Memory, and Cognition, 1–14.
Altvater-Mackensen, N. (2023). Sprachwahrnehmung im Säuglingsalter. Kindheit und Entwicklung, 32, 131–141.
Blott, L. M., Gowenlock, A. E., Kievit, R., Nation, K. und Rodd, J. M. (2023). Studying individual differences in language comprehension : The challenges of item-level variability and well- matched control conditions. Journal of Cognition, 6, 1–26.
Blott, L. M., Rodd, J. M. und Warren, J. E. (2023). Presentation format affects the behavioural and neural processing costs of sentence reinterpretation. Language, Cognition and Neuroscience, 1–24.
Dewaele, J.-M., Mavrou, I., Kyriakou, A. und Lorette, P. (2023). The role of language and emotional intelligence in judgments of real-life social and moral transgressions among Greek, Hungarian, and British users of English. Journal of Behavioral Decision Making, 1–12.
Kholodova, A., Peter, M., Rowland, C. F., Jacob, G. und Allen, S. E. M. (2023). Abstract priming and the lexical boost effect across development in a structurally biased language. Languages : Open Access Journal, 8, 1–21.
Koch, M. J., Greve, W. und Kersten, K. (2023). Extending the cognitive advantage hypothesis: a conceptual replication study of the relationship between multilingualism and flexible goal adjustment. Journal of Multilingual and Multicultural Development, 1–15.
Lorette, P. (2023). Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’. Journal of Multilingual and Multicultural Development, 1–15.
Rolland, L., King, H. M. und Lorette, P. (2023). Introduction: Methodological implications of participant and researcher multilingualism: making language dynamics visible. Journal of Multilingual and Multicultural Development, 44, 645–656.
Schevenels, K., Altvater-Mackensen, N., Zink, I., De Smedt, B. und Vandermosten, M. (2023). Aging effects and feasibility of statistical learning tasks across modalities. Aging, Neuropsychology, and Cognition, 30, 201–230.
Schuhmaier, S. (2023). Class and the middle-class novel: Jonathan Coe's Trotter-Trilogy. Anglistik, 34, 113–123.
Struik, T. und Schoenmakers, G.-J. (2023). When information structure exploits syntax: The relation between the loss of VO and scrambling in Dutch. Journal of Linguistics : JL, 59, 655–690.
Thoma, D., Becker, K. und Kißler, A. (2023). Presuppositions are more persuasive than assertions if addressees accommodate them: Experimental evidence for philosophical reasoning. Applied Psycholinguistics, 44, 816–843.
Thoma, D., Hüsam, J. und Wielscher, K. (2023). Introducing grip force as a nonverbal measure of bilingual feelings. Bilingualism : Language and Cognition, 26, 125–137.
Tsehaye, W. (2023). Light-weights placed right: post-field constituents in heritage German. Frontiers in Psychology, 14, 1–13.
van Kemenade, A., Hinterhölzl, R. und Struik, T. (2023). Word order change, architecture, and interfaces: Evidence from the development of V to C movement in the history of English. Journal of Historical Syntax, 7, 1–55.
Engemann, H. (2022). Entropy convergence in early bilinguals' syntactic packaging. Frontiers in Psychology, 13, 1–8.
Engemann, H. (2022). How (not) to cross a boundary: crosslinguistic influence in simultaneous bilingual children's event construal. Bilingualism : Language and Cognition, 25, 42–54.
Hopp, H., Thoma, D., Kieseier, T., Jakisch, J. und Sturm, S. (2022). Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majority-language and minority-language students in EFL classes. System, 108, 1–14.
Kieseier, T., Thoma, D., Vogelbacher, M. und Hopp, H. (2022). Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar. Language Awareness, 31, 495–514.
Krautz, A. E. und Keuleers, E. (2022). LinguaPix database: A megastudy of picture-naming norms. Behavior Research Methods : BRM, 54, 941–954.
Liu, L., Götz, A., Lorette, P. und Tyler, M. D. (2022). How tone, intonation and emotion shape the development of infants' fundamental frequency perception. Frontiers in Psychology, 13, 1–14.
Lorette, P. und Dewaele, J.-M. (2022). Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication. International Journal of Multilingualism, 1–19.
Pashkova, T., Tsehaye, W., Allen, S. E. M. und Tracy, R. (2022). Syntactic optionality in heritage language use: Clause type preferences of German heritage speakers in a majority English context. Heritage Language Journal, 19, 1–41.
Rohlfing, K. J., Altvater-Mackensen, N., Caruana, N., Van den Berghe, R., Bruno, B., Tolksdorf, N. F. und Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children's learning of language and literacy – A review and analysis of innovative roles. Frontiers in Robotics and AI, 2022, 1–15.
Struik, T. (2022). OV/VO variation and information structure in Old Saxon and Middle Low German. Journal of Historical Syntax, 6, 1–36.
Struik, T. und van Kemenade, A. (2022). Information structure and OV word order in Old and Middle English: a phase-based approach. The Journal of Comparative Germanic Linguistics, 25, 79–114.
Trebits, A., Koch, M. J., Ponto, K., Bruhn, A.-C., Adler, M. und Kersten, K. (2022). Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism, 25, 2668-2681.
Trips, C. und Rainsford, T. M. (2022). Tolerating subject-experiencers? Yang’s tolerance principle applied to psych verbs under contact in middle english. Journal of Historical Syntax, 6, 1–43.
Wiese, H., Alexiadou, A., Allen, S. E. M., Bunk, O., Gagarina, N., Iefremenko, K., Martynova, M., Pashkova, T., Rizou, V., Schroeder, C., Shadrova, A., Szucsich, L., Tracy, R., Tsehaye, W., Zerbian, S. und Zuban, Y. (2022). Heritage Speakers as Part of the Native Language Continuum. Frontiers in Psychology, 12, 1–19.
Blott, L. M., Rodd, J. M., Ferreira, F. und Warren, J. E. (2021). Recovery from misinterpretations during online sentence processing. Journal of Experimental Psychology. Learning, Memory, and Cognition, 47, 968–997.
Dewaele, J.-M., Lorette, P., Rolland, L. und Mavrou, I. (2021). Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English. International journal of Applied Linguistics : INJAL, 31, 345–361.
Hopp, H., Kieseier, T., Jakisch, J., Sturm, S. und Thoma, D. (2021). Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development? Multilingua, 40, 815–837.
Hopp, H. und Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. The Modern Language Journal : MLJ, 105, 464–483.
Kersten, K. (2021). L2 input and characteristics of instructional techniques in early foreign language classrooms: Underlying theory and pedagogical practice. The European Journal of Applied Linguistics and TEFL, 10, 27–59.
Kersten, K., Schelletter, C., Bruhn, A.-C. und Ponto, K. (2021). Quality of L2 input and cognitive skills predict L2 grammar comprehension in instructed SLA independently. Languages : Open Access Journal, 6, 1–19.
Kieseier, T. (2021). Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders. International Journal of Bilingualism, 25, 708–726.
Kieseier, T. (2021). Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools. Journal of Second Language Pronunciation, 7, 183–211.
Lorette, P. (2021). Investigating emotion perception via the two-dimensional affect and feeling space: an example of a cross-cultural study among Chinese and Non-Chinese participants. Frontiers in Psychology, 12, 1–14.
Thoma, D. (2021). Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences. Cognition & Emotion, 35, 1121-1135.
Thoma, D. und Wechsler, J. (2021). Older and more personal: Stronger links between brand‐name recall and brand‐related autobiographical memories in older consumers. Psychology & Marketing, 38, 1384-1392.
Tsehaye, W., Pashkova, T., Tracy, R. und Allen, S. E. M. (2021). Deconstructing the native speaker: further evidence from heritage speakers for why this horse should be dead!. Frontiers in Political Science, 12, 1–14.
Di Domenico, E., Baroncini, I. und Capotorti, A. (2020). Null and overt subject pronouns in topic continuity and topic shift: An investigation of the narrative productions of Italian Natives, Greek Natives and near-native second language speakers of Italian with Greek as a first language. Glossa, 5, 1–35.
Elter, W. (2020). The rise of the to-dative: a language-contact approach to a phenomenon of structural language change. Mannheim Papers in Multilingualism, Acquisition and Change, 1, 1–71.
Hopp, H. und Thoma, D. (2020). Foreign language development during temporary school closures in the 2020 Covid-19 pandemic. Frontiers in Education, 5, 1–4.
Hosemann, J., Mani, N., Herrmann, A., Steinbach, M. und Altvater-Mackensen, N. (2020). Signs activate their written word translation in deaf adults: An ERP study on cross-modal co-activation in German Sign Language. Glossa, 5, 1–25.
Kaltenbach, L. (2020). The recipient passive in the history of English. Mannheim Papers in Multilingualism, Acquisition and Change, 1, 73–112.
Lorette, P. und Dewaele, J.-M. (2020). Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background. Applied Linguistics Review, 11, 1–26.
Percillier, M. (2020). A variationist approach to the spread of emergent features in Middle English. Recherches Anglaises et Nord-Américaines : RANAM, 53, 23–36.
Struik, T. und van Kemenade, A. (2020). On the givenness of OV word order: a (re)examination of OV/VO variation in Old English. English Language and Linguistics, 24, 1–22.
Trips, C. (2020). Impersonal and reflexive uses of Middle English psych verbs under contact influence with Old French. Linguistics Vanguard, 6, 1–14.

Percillier, M., Schauwecker, Y., Stein, A. und Trips, C. (2024). Carrying verbs across the channel: modelling change in bilingual medieval England. Cham: Palgrave Macmillan.
Tracy, R. und Gawlitzek, I. (2023). Mehrsprachigkeit und Spracherwerb. Tübingen: Narr Francke Attempto.
Kersten, K. und Winsler, A. (Hrsg.) (2022). Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective. New York, NY: Routledge.
Karst, K., Thoma, D., Derkau, J., Seifried, J. und Münzer, S. (Hrsg.) (2021). Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen. Münster ; New York: Waxmann.
Gonnermann, A., Schuhmaier, S. und Schwander, L. (Hrsg.) (2021). Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert. Tübingen: Narr Francke Attempto.
Reichardt, U. und Schober, R. (Hrsg.) (2020). Laboring bodies and the quantified self. Bielefeld: transcript.
Keller, M. (2020). Code-switching : unifying contemporary and historical perspectives. Cham, Switzerland: Palgrave Macmillan.
Wiese, H., Tracy, R. und Sennema, A. (2020). Deutschpflicht auf dem Schulhof? : warum wir Mehrsprachigkeit brauchen. Berlin: Dudenverlag.

Buschfeld, S. und Percillier, M. (2025). World Englishes and second language acquisition: teaching English as an international language. In The Routledge handbook of teaching English as an international language (S. 63–76). London: Routledge.
Sun, S., Lorette, P. und Herrero Férnandez, C. (2025). Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers. In Affectivity and prosody in second language learning (S. 79–104). Berlin: De Gruyter Mouton.
Kersten, K., Glaser, K., Ruhm, H., Roos, J., Brunsmeier, S. und Koch, M. J. (2024). Student teachers' and experts' perceptions of effective teaching techniques in the primary L2 English classroom. In Early language education in instructed contexts: Current issues and empirical insights into teaching and learning languages in primary school (S. ). Amsterdam: John Benjamins.
Percillier, M. (2024). The outer and expanding circles in Southeast Asia. In The Oxford handbook of Southeast Asian englishes (S. 15–33). Oxford: Oxford University Press.
Engemann, H. (2023). How it all began: The acquisition of language(s) in childhood. In Applied cognitive linguistics for language teachers (S. 224–269). Berlin: Lit.
Tracy, R. (2023). Erwerb sprachlicher Kompetenzen im Lebensverlauf. In Grundlagen der sprachlichen Bildung (S. 57–83). Münster ; New York: Waxmann.
Trips, C. und Stokes, P. A. (2023). From original sources to linguistic analysis: Tools and datasets for the investigation of multilingualism in medieval english. In Medieval english in a multilingual context : current methodologies and appoaches (S. 49–91). Cham, Switzerland: Palgrave Macmillan.
Altvater-Mackensen, N. (2022). Neuropsychologische Grundlagen der frühen Sprachentwicklung. In Sprachförderung in Kindertagesstätten (S. 37–54). Baltmannsweiler: Schneider Verlag Hohengehren.
Bruhn, A.-C., Miller, L., Mähler, C., Ponto, K. und Kersten, K. (2022). Can type of schooling compensate for low SES? Investigating effects of instruction and SES on cognitive skills. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 292–320). New York, NY: Routledge.
Kersten, K. (2022). The proximity of stimulation hypothesis : Investigating the interplay of social and instructional variables with the cognitive-linguistic skills of young L2 learners. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 131–159). New York, NY: Routledge.
Kersten, K. und Greve, W. (2022). Investigating cognitive-linguistic development in SLA: Theoretical and methodological challenges for empirical research. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 3–38). New York, NY: Routledge.
Percillier, M. (2022). Adapting the Dynamic Model to historical linguistics : Case studies on the Middle English and Anglo-Norman contact situation. In English historical linguistics : historical English in contact : papers from the xxth ICEHL (S. 6–33). Amsterdam [u. a.]: Benjamins.
Reichardt, U. (2022). Sentience, artificial intelligence, and human enhancement in US-American fiction and film: Thinking with and without consciousness. In Artificial intelligence and human enhancement (S. 225–236). Berlin: De Gruyter.
Reichardt, U. (2022). Shostakovich, totalitarianism, and Anglo-American fiction: Powers, Parnes, and Vollmann. In The public mind and the politics of postmillennial U.S.-American writing (S. 49–70). Berlin: De Gruyter.
Thoma, D. (2022). Cognitive and linguistic profiles in early foreign language vocabulary and grammar. In Cognition and second language acquisition : studies on pre-school, primary school and secondary school children (S. 162–189). Tübingen: Narr Francke Attempto.
Thoma, D., Lorette, P. und Krautz, A. E. (2022). Bidirectional language effects: Evidence on the emotionality of bilinguals' autobiographical memories from pupillometry, eye-movements, and self-reports. In Recent advances in second language emotion research (S. 67–94). Cizur Menor: Civitas Aranzadi ;Thomson Reuters.
Tracy, R. (2022). 18. Gemischtsprachiges Sprechen: Formen, Funktionen, Dynamik. In Handbuch Mehrsprachigkeit (S. 399–427). Berlin [u. a.]: De Gruyter.
Altvater-Mackensen, N. und Meinhardt-Injac, B. (2021). Das psychologische Experiment. In Psychologische Forschungsmethoden in den Bildungswissenschaften : eine Einführung für Lehramtsstudierende (S. 123–142). Göttingen: Hogrefe.
Bruhn, A.-C., Ponto, K. und Kersten, K. (2021). Fremdsprachenlernen in inklusiven Kontexten (FLINK). In Inklusive Bildungsforschung der frühen Kindheit : empirische Perspektiven und multidisziplinäre Zugänge (S. 32–34). Weinheim ; Basel: Beltz Juventa.
Fried, F. und Gawlitzek, I. (2021). Interdisziplinäre Entwicklung eines Kerncurriculums „Deutsch als Erwerbsobjekt und Unterrichtssprache im mehrsprachigen Klassenzimmer“. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenitat und Mehrsprachigkeit von Schüler*innen (S. 114–138). Müster ; New York: Waxmann.
Gogolin, I. und Tracy, R. (2021). Vom mehrsprachigen zum mehrstimmigen Klassenzimmer: eine Bildungsreise. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen (S. 161–179). Münster ; New York: Waxmann.
Gonnermann, A. (2021). „Have there been unexplained deaths?”: Kapitalismus, Beschleunigung und die Rolle des Theaters in Alan Bennetts Allelujah! (2018). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 45–66). Tübingen: Narr Francke Attempto.
Gonnermann, A., Schuhmaier, S. und Schwander, L. (2021). Zur Thematik und Aktualität dieses Bandes. In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 9–20). Tübingen: Narr Francke Attempto.
Keller, M. (2021). Developing a structural template for historical code-switching.. In Historisches Codeswitching mit Deutsch : multilinguale Praktiken in der Sprachgeschichte (S. 437–464). Berlin ; Boston, Mass.: De Gruyter.
Lusin, C. (2021). Der 'Pate' ist tot: Macht, Markt und Moral in der BBC-Serie McMafia (2018). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 89–112). Tübingen: Narr Francke Attempto.
Lusin, C. (2021). Der lange Schatten des Kolonialismus: Joseph Conrads Heart of Darkness. Eine literaturwissenschaftliche Perspektive. In Krise(n) der Moderne : über Literatur und Zeitdiagnostik (S. 137–148). Heidelberg: Universitätsverlag Winter.
Schuhmaier, S. (2021). Singing the nation: The condition of Englishness in the lyrics of PJ Harvey and Kate Tempest. In Nationalism and the postcolonial (S. 92–108). Leiden ; Boston: Brill.
Schuhmaier, S. (2021). Wert und Werte im Kapitalismus: Die Songtexte Kae Tempests und Kanos. In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 139–164). Tübingen: Narr Francke Attempto.
Schwander, L. (2021). „Another world is possible“: Arundhati Roys anti-kaptialistische Vision in The Ministry of Utmost Happiness (2017). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 211–230). Tübingen: Narr Francke Attempto.
Thoma, D. und Ofner, D. (2021). Bedingungsfaktoren für die Entwicklung von Basiskompetenzen für sprachsensibles Unterrichten bei gymnasialen Lehramtsstudierenden. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen (S. 139–160). Münster ; New York: Waxmann.
Trips, C. (2021). Diachronie des Englischen. In Linguistik : eine Einführung (nicht nur) für Germanisten, Romanisten und Anglisten (S. ). Berlin ; Heidelberg: Springer.
Altvater-Mackensen, N. (2020). Language learning. In Chapter 8, The Handbook of Listening (S. 121–137). Hoboken, NJ: John Wiley & Sons, Inc.
Gamböck-Strätz, J. (2020). Subverting late capitalist comfort : Affective connections in Deepak Unnikrishnan's Temporary People. In Comfort in contemporary culture : the challenges of a concept (S. 133–148). Bielefeld: transcript.
Gonnermann, A. (2020). „We are the spark that will light the fire“: Hope, the cyclical pattern of resistance, and concrete dystopia in Disney’s The Last Jedi. In Resist and persist : essays on social revolution in 21st century narratives (S. 186–196). Jefferson, NC: McFarland & Co.
Gonnermann, A. (2020). „You don’t have to be a monster. You have a choice“: Supernatural, free will and the deterministic concept of monstrosity. In Supernatural out of the box : essays on the metatextuality of the series (S. 90–103). Jefferson, NC: McFarland & Co.
Keller, M. (2020). Compositionality: Evidence from Code-Switching. In Formulaic language and new data : theoretical and methodological implications. (S. 197–222). Berllin: De Gruyter.
Kersten, K. (2020). Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen. In Language education and acquisition research : focusing early language learning (S. 82–116). Bad Heilbrunn: Berlag Julius Klinkhardt.
Krautz, A. (2020). The multilingual lexicon : Evidence from primed translation lexical decision. In First language influences on multilingual lexicons (S. 63–81). London ; New York, NY: Routledge.
Percillier, M. (2020). Allostructions, homostructions or a constructional family? Changes in the network of secondary predicate constructions in Middle English. In Nodes and networks in diachronic construction grammar (S. 214–242). Amsterdam: John Benjamins.
Reichardt, U. (2020). Reconsidering agency and choice: The office, the wall, and the tax code (Herman Melville, „Bartleby“ and David Foster Wallace, The Pale King). In Laboring bodies and the quantified self (S. 41–59). Bielefeld: transcript.
Tracy, R. (2020). Spracherwerb und Mehrsprachigkeit. In Handbuch Frühe Kindheit (S. 187–200). Opladen ; Berlin ; Toronto: Verlag Barbara Budrich.

Baroncini, I. und Torregrossa, J. (2024). Bilingual children’s explicit language knowledge and its relationship to priming within- and across-languages. In , Empirical and theoretical approaches to language acquisition : a generative perspective (S. 204–226). , Cambridge Scholars Publishing: Newcastle upon Tyne.
Di Domenico, E., Comunello, D. und Baroncini, I. (2024). Extending the decreased activation hypothesis. In , Current perspectives on generative SLA – processing, influence, and interfaces : selected proceedings of the 16th Generative Approaches to Second Language Acquisition Conference (S. 38–63). Language Acquisition and Language Disorders, John Benjamins Publishing Company: Amsterdam [u. a.].
Leitner, F. (2024). Houses with histories: Ruins as Lieux d'oubli in Tana French's The Likeness (2008), Dervla McTiernan's The Ruin (2018), and Stuart Neville's The House of Ashes (2021). In , History in stories : the Irish past and the challenges of the present (S. 159–170). Anglo-amerikanische Studien = Anglo-American studies, Peter Lang: Berlin.
Lorette, P., Gorski, T., Engemann, H. und Soroli, E. (2024). Language learning and cognitive restructuring in bilingual French-German event processing. In , Proceedings of 15th International Conference of Experimental Linguistics : ExLing 2024, Université Paris Cité, 23–25 October 2024, Paris, France (S. 61–64). , ExLing Society: Athens, Greece.
Baroncini, I. und Torregrossa, J. (2023). The Effects of non-linguistic inhibition on structural Priming. In , Proceedings of the 47th annual Boston University Conference on Language Development (S. 15–28). , Cascadilla Press: Somerville, MA.
Bruhn, A.-C., Genzer, M., Thies, L., Koch, M. J. und Kersten, K. (2023). The interplay of young learners’ verbal self-concept and linguistic competences over time in monolingual and bilingual institutions. In , Fortschritte im Frühen Fremdsprachenlernen : Band zur 5. Konferenz FFF (S. 93–124). , SchriftBild: Salzburg.
Elter, W. (2023). Integration of cognate loan verbs in contact bClosely related languages effecting valency changes. In , Language in educational and cultural perspectives (S. 237–258). , Springer: Cham, Switzerland.
Kersten, K., Blackman, A., Funke, F. L., Akram, T., Kliebisch, M. und Koch, M. J. (2023). Input quality affects L1 and L2 proficiency and moderates the effect of socioeconomic status. In , Fortschritte im Frühen Fremdsprachenlernen : Band zur 5. Konferenz FFF (S. 255–280). , SchriftBild: Salzburg.
Altvater-Mackensen, N. (2021). What are you looking at? Using eye tracking glasses to monitor toddler attention in natural learning situations. In , Proceedings of the 45th Annual Boston University Conference on Language Development. Bd. 1 (S. 1–14). , Cascadilla Press: Somerville, MA.
Kersten, K. (2020). Der Zusammenhang von kognitiven Fähigkeiten und Zweisprachigkeit im frühen L2-Erwerb: Individuelle und externe Faktoren. In , Language education and acquisition research : focusing early language learning (S. 82–116). , Verlag Julius Klinkhardt: Bad Heilbrunn.
Percillier, M. und Trips, C. (2020). Lemmatising verbs in Middle English corpora: The benefit of enriching the Penn-Helsinki Parsed Corpus of Middle English 2 (PPCME2), the Parsed Corpus of Middle English Poetry (PCMEP), and A Parsed Linguistic Atlas of Early Middle English (PLAEME). In , LREC 2020 : twelfth International Conference on Language Resources and Evaluation$d May 11–16 , 2020, Marseille, France : conference proceedings (S. 7172-7180). , ELRA: Paris.
Trips, C. (2020). Copying of argument structure: A gap in borrowing scales and a new approach to model contact-induced change. In , Historical Linguistics 2017 : selected papers from the 23rd International Conference on Historical Linguistics, San Antonio, Texas, 31 July – 4 August 2017 (S. 409–430). Current Issues in Linguistic Theory, Benjamins: Amsterdam [u. a.].

BASICS (A IV)

LinguaPix (A I)

Linguistic Creativity (A I)

MEG-SKoRe (A I)

Quanti­fied Self (A III)

Quantified Self (A III)