
PD Dr. Dieter Thoma
Senior Researcher and Lecturer with Tenure
University of Mannheim
Anglistik I
Schloss – Room EW 293
68161 Mannheim
Anglistik I
Schloss – Room EW 293
68161 Mannheim
Consultation hour(s):
Tue 2–3 p.m. Please send an email for individual appointments.
Tue 2–3 p.m. Please send an email for individual appointments.
Publications
- Thoma, D. (2024). Language-dependent emotions in heritage and second language bilinguals: When physiological reactions deviate from feelings. International Journal of Bilingualism, 28(3), 374–389. https://doi.org/10.1177/13670069231159840
- Thoma, D., Heilmann, F. & Trotno, M. (2024). Homophone priming in bilingual preference formation. Journal of Experimental Psychology. Learning, Memory, and Cognition, 1–14. https://doi.org/10.1037/xlm0001380
- Thoma, D., Becker, K. & Kißler, A. (2023). Presuppositions are more persuasive than assertions if addressees accommodate them: Experimental evidence for philosophical reasoning. Applied Psycholinguistics, 44(5), 816–843. https://doi.org/10.1017/S0142716423000292
- Thoma, D., Hüsam, J. & Wielscher, K. (2023). Introducing grip force as a nonverbal measure of bilingual feelings. Bilingualism : Language and Cognition, 26(1), 125–137. https://doi.org/10.1017/S1366728922000396
- Hopp, H., Thoma, D., Kieseier, T., Jakisch, J. & 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(Article 102828), 1–14. https://doi.org/10.1016/j.system.2022.102828
- Kieseier, T., Thoma, D., Vogelbacher, M. & Hopp, H. (2022). Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar. Language Awareness, 31(4), 495–514. https://doi.org/10.1080/09658416.2022.2093888
- Hopp, H., Kieseier, T., Jakisch, J., Sturm, S. & Thoma, D. (2021). Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development? Multilingua, 40(6), 815–837. https://doi.org/10.1515/multi-2020-0164
- Hopp, H. & Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. The Modern Language Journal : MLJ, 105(2), 464–483. https://doi.org/10.1111/modl.12709
- Thoma, D. (2021). Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences. Cognition & Emotion, 35(6), 1121–1135. https://doi.org/10.1080/02699931.2021.1929853
- Thoma, D. & 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. https://doi.org/10.1002/mar.21533
- Hopp, H. & Thoma, D. (2020). Foreign language development during temporary school closures in the 2020 Covid-19 pandemic. Frontiers in Education, 5(Article 601017), 1–4. https://doi.org/10.3389/feduc.2020.601017
- Hopp, H., Jakisch, J., Sturm, S., Becker, C. & Thoma, D. (2019). Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives. International Multilingual Research Journal, 31(1), 1–17. https://doi.org/10.1080/19313152.2019.1669519
- Hopp, H., Vogelbacher, M., Kieseier, T. & Thoma, D. (2019). Bilingual advantages in early foreign language learning: Effects of the minority and the majority language. Learning and Instruction, 61, 99–110. https://doi.org/10.1016/j.learninstruc.2019.02.001
- Thoma, D. & Baum, A. (2019). Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context. Emotion, 19(6), 1023–1034. https://doi.org/10.1037/emo0000502
- Thoma, D. & Tytus, A. E. (2018). How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices. Cognitive Science, 42(3), 974–1000. https://doi.org/10.1111/cogs.12525
- Roth, C., Hopp, H. & Thoma, D. (2015). Effekte von Fort- und Weiterbildung auf die Sprachförderkompetenz frühpädagogischer Fachkräfte. Frühe Bildung, 4(4), 218–225. https://doi.org/10.1026/2191-9186/a000230
Reviewer Activities
- Annals of Tourism Research
- Bilingualism, Language and Cognition
- Brain Sciences
- Cognition
- Cognitive Science
- Dutch Journal of Applied Linguistics
- Empirische Pädagogik
- EuroSLA – European Second Language Association
- Frontiers
- Frontiers in Education
- Frühe Bildung
- International Journal of Multilingualism
- Journal of Behavioral and Experimental Economics
- Journal of Cognition
- Journal of Clinical Psychology
- Journal of Multilingual and Multicultural Development
- Language Learning
- Learning and Instruction
- Lingua
- Linguistics Vanguard
- Modern Language Journal
- PlosOne
- Sage Open
- Swiss National Science Foundation (SNF)
- Zeitschrift für Grundschulforschung