[{"volume":9,"author":[{"last_name":"Müller","orcid":"0000-0002-4940-0297","id":"71540","full_name":"Müller, Mareike","first_name":"Mareike"}],"date_updated":"2024-06-11T11:34:09Z","doi":"10.1075/sar.22024.mul","publication_identifier":{"issn":["2405-5522","2405-5530"]},"publication_status":"published","intvolume":"         9","page":"188-216","citation":{"chicago":"Müller, Mareike. “‘It’s like I Got a New Pair of Glasses’: Reflections on Sense of Self, Home, and Belonging among Transnational Students in Short-Term Study Abroad Programs.” <i>Study Abroad Research in Second Language Acquisition and International Education</i> 9, no. 2 (2024): 188–216. <a href=\"https://doi.org/10.1075/sar.22024.mul\">https://doi.org/10.1075/sar.22024.mul</a>.","ieee":"M. Müller, “‘It’s like I got a new pair of glasses’: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs,” <i>Study Abroad Research in Second Language Acquisition and International Education</i>, vol. 9, no. 2, pp. 188–216, 2024, doi: <a href=\"https://doi.org/10.1075/sar.22024.mul\">10.1075/sar.22024.mul</a>.","ama":"Müller M. “It’s like I got a new pair of glasses”: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs. <i>Study Abroad Research in Second Language Acquisition and International Education</i>. 2024;9(2):188-216. doi:<a href=\"https://doi.org/10.1075/sar.22024.mul\">10.1075/sar.22024.mul</a>","short":"M. Müller, Study Abroad Research in Second Language Acquisition and International Education 9 (2024) 188–216.","bibtex":"@article{Müller_2024, title={“It’s like I got a new pair of glasses”: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs}, volume={9}, DOI={<a href=\"https://doi.org/10.1075/sar.22024.mul\">10.1075/sar.22024.mul</a>}, number={2}, journal={Study Abroad Research in Second Language Acquisition and International Education}, publisher={John Benjamins Publishing Company}, author={Müller, Mareike}, year={2024}, pages={188–216} }","mla":"Müller, Mareike. “‘It’s like I Got a New Pair of Glasses’: Reflections on Sense of Self, Home, and Belonging among Transnational Students in Short-Term Study Abroad Programs.” <i>Study Abroad Research in Second Language Acquisition and International Education</i>, vol. 9, no. 2, John Benjamins Publishing Company, 2024, pp. 188–216, doi:<a href=\"https://doi.org/10.1075/sar.22024.mul\">10.1075/sar.22024.mul</a>.","apa":"Müller, M. (2024). “It’s like I got a new pair of glasses”: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs. <i>Study Abroad Research in Second Language Acquisition and International Education</i>, <i>9</i>(2), 188–216. <a href=\"https://doi.org/10.1075/sar.22024.mul\">https://doi.org/10.1075/sar.22024.mul</a>"},"department":[{"_id":"468"}],"user_id":"71540","_id":"54440","article_type":"original","type":"journal_article","status":"public","date_created":"2024-05-24T07:11:29Z","publisher":"John Benjamins Publishing Company","title":"“It’s like I got a new pair of glasses”: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs","issue":"2","year":"2024","language":[{"iso":"eng"}],"publication":"Study Abroad Research in Second Language Acquisition and International Education","abstract":[{"text":"This study focuses on a specific group of sojourners that has thus far remained rather unexplored in the context of study-abroad research, namely, students with extensive prior experiences of living in, traveling to, and/or familial ties with target-language mediated communities. To this end, this study examines data obtained through episodic interviews with three American students, who grew up in close contact with German-speaking communities and studied abroad in Austria for four weeks. By means of thematic analysis, the pre-study abroad sojourn motives and reflections on sense of self, home, and belonging are contrasted with these students’ immediate and delayed post-study abroad accounts. The results shed light on both the challenges young adults grapple with due to their international biographies and the transformative effects students attribute to their short-term sojourns with regard to redefining who they are and what meaning different places of home and heritage have within their individual trajectories.","lang":"eng"}]},{"publication_identifier":{"issn":["2380-8144","1085-4568"]},"publication_status":"published","page":"275-304","intvolume":"        35","citation":{"chicago":"Müller, Mareike. “Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions.” <i>Frontiers: The Interdisciplinary Journal of Study Abroad</i> 35, no. 1 (2023): 275–304. <a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">https://doi.org/10.36366/frontiers.v35i1.684</a>.","ieee":"M. Müller, “Near-term effects of short-term study abroad: A longitudinal examination of learner perceptions,” <i>Frontiers: The Interdisciplinary Journal of Study Abroad</i>, vol. 35, no. 1, pp. 275–304, 2023, doi: <a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">10.36366/frontiers.v35i1.684</a>.","ama":"Müller M. Near-term effects of short-term study abroad: A longitudinal examination of learner perceptions. <i>Frontiers: The Interdisciplinary Journal of Study Abroad</i>. 2023;35(1):275-304. doi:<a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">10.36366/frontiers.v35i1.684</a>","short":"M. Müller, Frontiers: The Interdisciplinary Journal of Study Abroad 35 (2023) 275–304.","bibtex":"@article{Müller_2023, title={Near-term effects of short-term study abroad: A longitudinal examination of learner perceptions}, volume={35}, DOI={<a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">10.36366/frontiers.v35i1.684</a>}, number={1}, journal={Frontiers: The Interdisciplinary Journal of Study Abroad}, publisher={The Forum on Education Abroad}, author={Müller, Mareike}, year={2023}, pages={275–304} }","mla":"Müller, Mareike. “Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions.” <i>Frontiers: The Interdisciplinary Journal of Study Abroad</i>, vol. 35, no. 1, The Forum on Education Abroad, 2023, pp. 275–304, doi:<a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">10.36366/frontiers.v35i1.684</a>.","apa":"Müller, M. (2023). Near-term effects of short-term study abroad: A longitudinal examination of learner perceptions. <i>Frontiers: The Interdisciplinary Journal of Study Abroad</i>, <i>35</i>(1), 275–304. <a href=\"https://doi.org/10.36366/frontiers.v35i1.684\">https://doi.org/10.36366/frontiers.v35i1.684</a>"},"oa":"1","date_updated":"2024-10-28T13:43:03Z","volume":35,"author":[{"first_name":"Mareike","full_name":"Müller, Mareike","id":"71540","orcid":"0000-0002-4940-0297","last_name":"Müller"}],"doi":"10.36366/frontiers.v35i1.684","main_file_link":[{"open_access":"1","url":"https://frontiersjournal.org/index.php/Frontiers/article/view/684"}],"type":"journal_article","status":"public","_id":"44058","department":[{"_id":"468"}],"user_id":"71540","issue":"1","year":"2023","publisher":"The Forum on Education Abroad","date_created":"2023-04-19T07:21:28Z","title":"Near-term effects of short-term study abroad: A longitudinal examination of learner perceptions","publication":"Frontiers: The Interdisciplinary Journal of Study Abroad","abstract":[{"text":"<jats:p>A relatively small body of research has been conducted on the near- and long-term effects of study abroad (SA) to date. This existing research suggests that SA effects on language skills tend to be volatile, while the impact on various aspects of learners’ personal, academic, and professional development may be longer-lasting. Yet, learner perspectives on the dynamics and durability of such effects, in particular in the context of short-term SA programs, remain largely unexplored. This study hence investigates the near-term impact of short-term SA programs as experienced by students within the first months and years following their sojourns. A qualitative case-study design is employed to examine the accounts of four American students of German, who studied abroad in Austria for four weeks and were interviewed repeatedly over a period of up to 40 months after their sojourns. The results suggest that, from the students’ perspective, many effects deteriorate in the near term, although the overall sojourn experience still appears influential.\r\nAbstract in German\r\nNur wenige Forschungsvorhaben haben sich bislang den mittel- bis langfristigen Auswirkungen studentischer Auslandsaufenthalte gewidmet; die bisherige Datenlage deutet jedoch darauf hin, dass die Auswirkungen auf sprachliche Kompetenzen eher unbeständig sind, wohingegen die persönliche, studiums- und berufsbezogene Entwicklung der Lernenden länger von einem Auslandsaufenthalt beeinflusst wird. Die Dynamik und Beständigkeit derartiger Auswirkungen wurden jedoch kaum mit Blick auf kurze Auslandsaufenthalte (≤ acht Wochen) sowie aus der Perspektive der Studierenden erforscht, was die vorliegende Studie insbesondere hinsichtlich mittelfristiger Effekte fokussiert. Mittels eines qualitativen Fallstudiendesigns werden die Interviewdaten vier amerikanischer Deutschlernender untersucht, die sich vier Wochen in Österreich aufhielten und in einem Zeitraum von bis zu 40 Monaten nach ihrem Aufenthalt wiederholt befragt wurden. Die Ergebnisse zeigen, dass viele Auswirkungen eines solchen Aufenthalts aus studentischer Perspektive mittelfristig verblassen, auch wenn der Auslandsaufenthalt im Gesamten weiterhin als einflussreiche Erfahrung wahrgenommen wird.</jats:p>","lang":"eng"}],"language":[{"iso":"eng"}]},{"keyword":["German language courses at university","interaction","digital space","language learning/teaching via videoconference"],"language":[{"iso":"ger"}],"publication":"Informationen Deutsch als Fremdsprache","abstract":[{"lang":"ger","text":"Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.\r\n-----\r\nThe rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation."}],"date_created":"2021-12-07T10:32:28Z","title":"Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie","issue":"5","year":"2021","_id":"28349","department":[{"_id":"468"}],"user_id":"71540","article_type":"original","type":"journal_article","status":"public","date_updated":"2022-01-06T06:58:02Z","volume":48,"author":[{"full_name":"Drumm, Sandra","last_name":"Drumm","first_name":"Sandra"},{"last_name":"Müller","full_name":"Müller, Mareike","id":"71540","first_name":"Mareike"},{"last_name":"Stenzel","full_name":"Stenzel, Nadja","first_name":"Nadja"}],"doi":"10.1515/infodaf-2021-0069","publication_identifier":{"issn":["2511-0853","0724-9616"]},"publication_status":"published","page":"496-515","intvolume":"        48","citation":{"ama":"Drumm S, Müller M, Stenzel N. Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>. 2021;48(5):496-515. doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>","chicago":"Drumm, Sandra, Mareike Müller, and Nadja Stenzel. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i> 48, no. 5 (2021): 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>.","ieee":"S. Drumm, M. Müller, and N. Stenzel, “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie,” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, pp. 496–515, 2021, doi: <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>.","bibtex":"@article{Drumm_Müller_Stenzel_2021, title={Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}, volume={48}, DOI={<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>}, number={5}, journal={Informationen Deutsch als Fremdsprache}, author={Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}, year={2021}, pages={496–515} }","short":"S. Drumm, M. Müller, N. Stenzel, Informationen Deutsch als Fremdsprache 48 (2021) 496–515.","mla":"Drumm, Sandra, et al. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, 2021, pp. 496–515, doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>.","apa":"Drumm, S., Müller, M., &#38; Stenzel, N. (2021). Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>, <i>48</i>(5), 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>"}},{"publication_status":"published","publication_identifier":{"isbn":["9783823384946"]},"year":"2021","place":"Tübingen","citation":{"apa":"Can, M., Müller, M., &#38; Niederhaus, C. (2021). Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter. In J. Gamper, B. Hövelbrinks, &#38; J. Schlauch (Eds.), <i>Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie</i> (pp. 195–222). Narr. <a href=\"https://doi.org/10.24053/9783823394945\">https://doi.org/10.24053/9783823394945</a>","bibtex":"@inbook{Can_Müller_Niederhaus_2021, place={Tübingen}, title={Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter}, DOI={<a href=\"https://doi.org/10.24053/9783823394945\">10.24053/9783823394945</a>}, booktitle={Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie}, publisher={Narr}, author={Can, Magdalena and Müller, Mareike and Niederhaus, Constanze}, editor={Gamper, Jana and Hövelbrinks, Britta and Schlauch, Julia}, year={2021}, pages={195–222} }","short":"M. Can, M. Müller, C. Niederhaus, in: J. Gamper, B. Hövelbrinks, J. Schlauch (Eds.), Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie, Narr, Tübingen, 2021, pp. 195–222.","mla":"Can, Magdalena, et al. “Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter.” <i>Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie</i>, edited by Jana Gamper et al., Narr, 2021, pp. 195–222, doi:<a href=\"https://doi.org/10.24053/9783823394945\">10.24053/9783823394945</a>.","chicago":"Can, Magdalena, Mareike Müller, and Constanze Niederhaus. “Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter.” In <i>Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie</i>, edited by Jana Gamper, Britta Hövelbrinks, and Julia Schlauch, 195–222. Tübingen: Narr, 2021. <a href=\"https://doi.org/10.24053/9783823394945\">https://doi.org/10.24053/9783823394945</a>.","ieee":"M. Can, M. Müller, and C. Niederhaus, “Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter,” in <i>Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie</i>, J. Gamper, B. Hövelbrinks, and J. Schlauch, Eds. Tübingen: Narr, 2021, pp. 195–222.","ama":"Can M, Müller M, Niederhaus C. Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter. In: Gamper J, Hövelbrinks B, Schlauch J, eds. <i>Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie</i>. Narr; 2021:195–222. doi:<a href=\"https://doi.org/10.24053/9783823394945\">10.24053/9783823394945</a>"},"page":"195–222","publisher":"Narr","date_updated":"2022-09-14T09:11:23Z","date_created":"2022-06-20T09:47:35Z","author":[{"first_name":"Magdalena","last_name":"Can","full_name":"Can, Magdalena"},{"first_name":"Mareike","full_name":"Müller, Mareike","id":"71540","last_name":"Müller"},{"first_name":"Constanze","last_name":"Niederhaus","full_name":"Niederhaus, Constanze","id":"54999"}],"title":"Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter","doi":"10.24053/9783823394945","type":"book_chapter","publication":"Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie","abstract":[{"lang":"ger","text":"Aufgrund der Einschränkungen im Rahmen der COVID-19-Pandemie sind viele Geflüchtete von Zugängen zur Aneignung der deutschen Sprache und damit von gesellschaftlicher und bildungsbezogener Teilhabe abgeschnitten. Die vorliegende Untersuchung erkundet, inwiefern das bislang präsenzbasierte Projekt Sprachbegleitung Geflüchteter pandemiebedingt auch digital vermittelte Zugänge zu Interaktions- und Sprachlerngelegenheiten schaffen und so die Auswirkungen der gesellschaftlichen und bildungsbezogenen Isolation für Geflüchtete in Gemeinschaftsunterkünften abmildern kann. Aufbauend auf einer Fragebogenuntersuchung werden dazu die Erfahrungen und Sichtweisen drei afghanischer bzw. iranischer Geflüchteter mittels episodischer Interviews elizitiert und im Rahmen einer qualitativen Inhaltsanalyse ausgewertet. Damit wird explorativ erforscht, welche Grenzen und Chancen digitaler Zugänge zu Interaktion und kommunikativer Praxis sich skizzieren lassen und welche Konsequenzen sich für die Gestaltung von Sprachlern- und Partizipationsmöglichkeiten für Geflüchtete ableiten lassen."}],"editor":[{"first_name":"Jana","last_name":"Gamper","full_name":"Gamper, Jana"},{"full_name":"Hövelbrinks, Britta","last_name":"Hövelbrinks","first_name":"Britta"},{"first_name":"Julia","last_name":"Schlauch","full_name":"Schlauch, Julia"}],"status":"public","_id":"32055","user_id":"71540","department":[{"_id":"468"}],"language":[{"iso":"ger"}]},{"issue":"2","publication_status":"published","page":"46-63","intvolume":"        49","citation":{"ieee":"M. Müller and J. Settinieri, “‘Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...’: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen,” <i>Fremdsprachen Lehren und Lernen</i>, vol. 49, no. 2, pp. 46–63, 2020, doi: <a href=\"https://doi.org/10.2357/FLuL-2020-0018\">10.2357/FLuL-2020-0018</a>.","chicago":"Müller, Mareike, and Julia Settinieri. “‘Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...’: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen.” <i>Fremdsprachen Lehren und Lernen</i> 49, no. 2 (2020): 46–63. <a href=\"https://doi.org/10.2357/FLuL-2020-0018\">https://doi.org/10.2357/FLuL-2020-0018</a>.","ama":"Müller M, Settinieri J. “Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...”: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen. <i>Fremdsprachen Lehren und Lernen</i>. 2020;49(2):46-63. doi:<a href=\"https://doi.org/10.2357/FLuL-2020-0018\">10.2357/FLuL-2020-0018</a>","apa":"Müller, M., &#38; Settinieri, J. (2020). “Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...”: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen. <i>Fremdsprachen Lehren und Lernen</i>, <i>49</i>(2), 46–63. <a href=\"https://doi.org/10.2357/FLuL-2020-0018\">https://doi.org/10.2357/FLuL-2020-0018</a>","mla":"Müller, Mareike, and Julia Settinieri. “‘Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...’: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen.” <i>Fremdsprachen Lehren und Lernen</i>, vol. 49, no. 2, 2020, pp. 46–63, doi:<a href=\"https://doi.org/10.2357/FLuL-2020-0018\">10.2357/FLuL-2020-0018</a>.","bibtex":"@article{Müller_Settinieri_2020, title={“Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...”: Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen}, volume={49}, DOI={<a href=\"https://doi.org/10.2357/FLuL-2020-0018\">10.2357/FLuL-2020-0018</a>}, number={2}, journal={Fremdsprachen Lehren und Lernen}, author={Müller, Mareike and Settinieri, Julia}, year={2020}, pages={46–63} }","short":"M. Müller, J. Settinieri, Fremdsprachen Lehren und Lernen 49 (2020) 46–63."},"year":"2020","volume":49,"author":[{"first_name":"Mareike","id":"71540","full_name":"Müller, Mareike","last_name":"Müller"},{"first_name":"Julia","full_name":"Settinieri, Julia","last_name":"Settinieri"}],"date_created":"2021-12-07T12:36:20Z","date_updated":"2022-01-06T06:58:02Z","doi":"10.2357/FLuL-2020-0018","title":"\"Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...\": Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen","publication":"Fremdsprachen Lehren und Lernen","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"This article investigates learners’ accounts of and reactions to interlocutors’ evaluations of their L2 pronunciation. Previous studies demonstrate both the pervasiveness of social evaluation processes in native and non-native speaker interactions and the impact of learners’ beliefs about pronunciation on their learning and communicative behavior. Adding to these strands of research, this project sheds light on how learners perceive evaluative reactions to their accents by native speakers and the relationship between such evaluations and learners’ reported evaluative, emotional and behavioral responses. The study draws on 8 international students at a German university. The data were collected in semi-structured interviews and analyzed within the framework of qualitative content analysis. The results give insight into conditions and strategies that may support learners in establishing constructive interpretations of the effects of their accents on their social acceptance."}],"department":[{"_id":"468"}],"user_id":"71540","_id":"28351","language":[{"iso":"ger"}],"article_type":"original"},{"type":"journal_article","status":"public","_id":"28348","department":[{"_id":"468"}],"user_id":"71540","article_type":"original","extern":"1","publication_identifier":{"issn":["0008-4506","1710-1131"]},"publication_status":"published","intvolume":"        73","page":"24-47","citation":{"ama":"Müller M. “As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements. <i>The Canadian Modern Language Review</i>. 2017;73(1):24-47. doi:<a href=\"https://doi.org/10.3138/cmlr.3319\">10.3138/cmlr.3319</a>","chicago":"Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’ Aspirations and Self-Perceived Achievements.” <i>The Canadian Modern Language Review</i> 73, no. 1 (2017): 24–47. <a href=\"https://doi.org/10.3138/cmlr.3319\">https://doi.org/10.3138/cmlr.3319</a>.","ieee":"M. Müller, “‘As a person, I feel I’ve changed pretty immensely’: Sojourners’ aspirations and self-perceived achievements,” <i>The Canadian Modern Language Review</i>, vol. 73, no. 1, pp. 24–47, 2017, doi: <a href=\"https://doi.org/10.3138/cmlr.3319\">10.3138/cmlr.3319</a>.","short":"M. Müller, The Canadian Modern Language Review 73 (2017) 24–47.","bibtex":"@article{Müller_2017, title={“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements}, volume={73}, DOI={<a href=\"https://doi.org/10.3138/cmlr.3319\">10.3138/cmlr.3319</a>}, number={1}, journal={The Canadian Modern Language Review}, author={Müller, Mareike}, year={2017}, pages={24–47} }","mla":"Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’ Aspirations and Self-Perceived Achievements.” <i>The Canadian Modern Language Review</i>, vol. 73, no. 1, 2017, pp. 24–47, doi:<a href=\"https://doi.org/10.3138/cmlr.3319\">10.3138/cmlr.3319</a>.","apa":"Müller, M. (2017). “As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements. <i>The Canadian Modern Language Review</i>, <i>73</i>(1), 24–47. <a href=\"https://doi.org/10.3138/cmlr.3319\">https://doi.org/10.3138/cmlr.3319</a>"},"date_updated":"2022-01-06T06:58:02Z","volume":73,"author":[{"last_name":"Müller","id":"71540","full_name":"Müller, Mareike","first_name":"Mareike"}],"doi":"10.3138/cmlr.3319","publication":"The Canadian Modern Language Review","abstract":[{"lang":"eng","text":"This article explores the interplay between learners’ linguistic and personal objectives as well as evaluations of their achievements in study-abroad contexts, an area that has thus far remained widely unexplored given the prevalence of product-oriented, outcomes-based research. The study draws on the case of one Canadian student of German who studied abroad at a German university for one year. To adopt an emic perspective, the data gained from a learning history questionnaire, semi-structured interviews, and e-journals were analyzed and interpreted within the framework of narrative analysis. The results show not only that learners’ sojourn objectives may be complex, dynamic, and contradictory in nature but also that they need to be examined beyond their face value, as they are entangled with learners’ negotiations of desirable subject positions and attempts to integrate their sojourn experiences, successes, and frustrations in a coherent and positive life narrative."}],"keyword":["individual differences","learner beliefs","narrative analysis","sojourn objectives and evaluations","study abroad"],"language":[{"iso":"eng"}],"issue":"1","year":"2017","date_created":"2021-12-07T10:18:50Z","title":"“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements"},{"year":"2017","issue":"1","title":"Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts","date_created":"2021-12-07T12:46:22Z","abstract":[{"lang":"eng","text":"This paper discusses the findings of an empirical study that explores the relationship between study-abroad experiences, learner identity, and pronunciation. We argue that the role of pronunciation as a personal domain of\r\nmeaning-making warrants more attention than it has hitherto received. To this end, we investigate the narratives of Canadian learners, studying abroad in Germany, in relation to discourses of language learning, culture, and identity,\r\nusing a Critical Discourse Analysis approach. Our data, which we gained from semi-structured interviews and e-journals, shows that learners’ perceptions of pronunciation are closely linked to their views of the native-speaker ideal, impacting their self-constructions and interpretations of learning experience. In conclusion, we argue for a more differentiated understanding of pronunciation and its implications for language teaching and study abroad."}],"publication":"International Journal of Applied Linguistics","keyword":["learner identity","study abroad","pronunciation","native-speaker ideal","critical discourse analysis"],"language":[{"iso":"eng"}],"citation":{"short":"M. Müller, B. Schmenk, International Journal of Applied Linguistics 27 (2017) 132–151.","mla":"Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The Role of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.” <i>International Journal of Applied Linguistics</i>, vol. 27, no. 1, 2017, pp. 132–51, doi:<a href=\"https://doi.org/10.1111/ijal.12109\">10.1111/ijal.12109</a>.","bibtex":"@article{Müller_Schmenk_2017, title={Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts}, volume={27}, DOI={<a href=\"https://doi.org/10.1111/ijal.12109\">10.1111/ijal.12109</a>}, number={1}, journal={International Journal of Applied Linguistics}, author={Müller, Mareike and Schmenk, Barbara}, year={2017}, pages={132–151} }","apa":"Müller, M., &#38; Schmenk, B. (2017). Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. <i>International Journal of Applied Linguistics</i>, <i>27</i>(1), 132–151. <a href=\"https://doi.org/10.1111/ijal.12109\">https://doi.org/10.1111/ijal.12109</a>","chicago":"Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The Role of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.” <i>International Journal of Applied Linguistics</i> 27, no. 1 (2017): 132–51. <a href=\"https://doi.org/10.1111/ijal.12109\">https://doi.org/10.1111/ijal.12109</a>.","ieee":"M. Müller and B. Schmenk, “Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts,” <i>International Journal of Applied Linguistics</i>, vol. 27, no. 1, pp. 132–151, 2017, doi: <a href=\"https://doi.org/10.1111/ijal.12109\">10.1111/ijal.12109</a>.","ama":"Müller M, Schmenk B. Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. <i>International Journal of Applied Linguistics</i>. 2017;27(1):132-151. doi:<a href=\"https://doi.org/10.1111/ijal.12109\">10.1111/ijal.12109</a>"},"intvolume":"        27","page":"132-151","publication_status":"published","publication_identifier":{"issn":["0802-6106"]},"doi":"10.1111/ijal.12109","date_updated":"2022-01-06T06:58:02Z","author":[{"id":"71540","full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike"},{"first_name":"Barbara","last_name":"Schmenk","full_name":"Schmenk, Barbara"}],"volume":27,"status":"public","type":"journal_article","article_type":"original","extern":"1","_id":"28354","user_id":"71540","department":[{"_id":"468"}]},{"language":[{"iso":"eng"}],"extern":"1","keyword":["pronunciation learning","study abroad","qualitative approach","narrative analysis","learner beliefs","socio-psychological learning factors"],"article_type":"original","department":[{"_id":"468"}],"user_id":"71540","_id":"28355","status":"public","abstract":[{"text":"This article investigates learners’ perceptions on pronunciation learning in study-abroad contexts from a qualitative perspective. While previous research focused mainly on quantitative measurements of pronunciation gains with mixed results, this study takes a more learner-centered approach and examines the impact of socio-psychological factors on learning foreign pronunciation, which appears to be a highly individual and at times conflict-prone process with which sojourners are confronted. The study draws on the cases of five Canadian students who studied abroad at German universities for one or two semesters. The data collection involved a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn; and bi-weekly e-journals. The data was analyzed and interpreted within the framework of narrative analysis. The results show how sojourners’ beliefs about the importance of pronunciation, community participation, identity-related challenges, and obstacles to pronunciation learning influence and help explain individually different learning behaviors and results.","lang":"eng"}],"publication":"Journal of Second Language Pronunciation","type":"journal_article","doi":"10.1075/jslp.2.1.05mul","title":"Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad","volume":2,"date_created":"2021-12-07T12:50:39Z","author":[{"first_name":"Mareike","id":"71540","full_name":"Müller, Mareike","last_name":"Müller"}],"date_updated":"2022-01-06T06:58:02Z","intvolume":"         2","page":"108-142","citation":{"mla":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” <i>Journal of Second Language Pronunciation</i>, vol. 2, no. 1, 2016, pp. 108–42, doi:<a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">10.1075/jslp.2.1.05mul</a>.","short":"M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.","bibtex":"@article{Müller_2016, title={Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad}, volume={2}, DOI={<a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">10.1075/jslp.2.1.05mul</a>}, number={1}, journal={Journal of Second Language Pronunciation}, author={Müller, Mareike}, year={2016}, pages={108–142} }","apa":"Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. <i>Journal of Second Language Pronunciation</i>, <i>2</i>(1), 108–142. <a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">https://doi.org/10.1075/jslp.2.1.05mul</a>","ama":"Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. <i>Journal of Second Language Pronunciation</i>. 2016;2(1):108-142. doi:<a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">10.1075/jslp.2.1.05mul</a>","chicago":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” <i>Journal of Second Language Pronunciation</i> 2, no. 1 (2016): 108–42. <a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">https://doi.org/10.1075/jslp.2.1.05mul</a>.","ieee":"M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad,” <i>Journal of Second Language Pronunciation</i>, vol. 2, no. 1, pp. 108–142, 2016, doi: <a href=\"https://doi.org/10.1075/jslp.2.1.05mul\">10.1075/jslp.2.1.05mul</a>."},"year":"2016","issue":"1","publication_identifier":{"issn":["2215-1931","2215-194X"]},"publication_status":"published"},{"publication":"Canadian Journal of Applied Linguistics","type":"journal_article","abstract":[{"text":"This  article  focuses  on  the  cultural  dimension  of  sojourners’  learning  during  study  abroad periods.  By  examining  the  cases  of  two  Canadian  learners  of  German  who  studied  abroad in  Germany  for  1  year,  we  aim  to  amend  discussions  in  existing  research  on  what kind  of cultural  learning  may  take  place  during  study  abroad  and  how  cultural  learning  may  be conceptualized  and  operationalized.  Our  results  suggest  that  assuming  that  study  abroad leads  to  a  heightened  intercultural  sensitivity,  to  more  cultural  knowledge,  and  to  an increased   intercultural   competence,   is   problematic   with   respect   to   the   conceptual underpinnings  of  “cultural  learning.”  The  notions  of  culture  that  underlie  much  of  what participants  consider  “cultural  learning  and  experience”  often  remain  essentialist.  We therefore propose to replace the interculturality paradigm by a transculturality paradigm as it  allows  us  to  capture the  complexities  of  study  abroad and  cultural  learning  more accurately.","lang":"eng"}],"status":"public","_id":"28356","department":[{"_id":"468"}],"user_id":"71540","article_type":"original","language":[{"iso":"eng"}],"extern":"1","publication_status":"published","issue":"2","year":"2016","page":"128-150","intvolume":"        19","citation":{"ama":"Müller M, Schmenk B. Conceptualizations, images, and evaluations of culture in study abroad students. <i>Canadian Journal of Applied Linguistics</i>. 2016;19(2):128-150.","ieee":"M. Müller and B. Schmenk, “Conceptualizations, images, and evaluations of culture in study abroad students,” <i>Canadian Journal of Applied Linguistics</i>, vol. 19, no. 2, pp. 128–150, 2016.","chicago":"Müller, Mareike, and Barbara Schmenk. “Conceptualizations, Images, and Evaluations of Culture in Study Abroad Students.” <i>Canadian Journal of Applied Linguistics</i> 19, no. 2 (2016): 128–50.","bibtex":"@article{Müller_Schmenk_2016, title={Conceptualizations, images, and evaluations of culture in study abroad students}, volume={19}, number={2}, journal={Canadian Journal of Applied Linguistics}, author={Müller, Mareike and Schmenk, Barbara}, year={2016}, pages={128–150} }","short":"M. Müller, B. Schmenk, Canadian Journal of Applied Linguistics 19 (2016) 128–150.","mla":"Müller, Mareike, and Barbara Schmenk. “Conceptualizations, Images, and Evaluations of Culture in Study Abroad Students.” <i>Canadian Journal of Applied Linguistics</i>, vol. 19, no. 2, 2016, pp. 128–50.","apa":"Müller, M., &#38; Schmenk, B. (2016). Conceptualizations, images, and evaluations of culture in study abroad students. <i>Canadian Journal of Applied Linguistics</i>, <i>19</i>(2), 128–150."},"date_updated":"2022-01-06T06:58:02Z","volume":19,"author":[{"first_name":"Mareike","id":"71540","full_name":"Müller, Mareike","last_name":"Müller"},{"first_name":"Barbara","full_name":"Schmenk, Barbara","last_name":"Schmenk"}],"date_created":"2021-12-07T12:58:26Z","title":"Conceptualizations, images, and evaluations of culture in study abroad students"},{"publication":"Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin","type":"book_chapter","status":"public","abstract":[{"lang":"ger","text":"Dieser Beitrag untersucht den Einfluss der Aussprache auf die Selbstkonstruktion von Lernenden und deren Bereitschaft, sich auf die zu erlernende Sprache und Kultur einzulassen. Im Gegensatz zu traditionellen Forschungsansätzen wird die Aussprache dabei als subjektiv bedeutsame Dimension im Sprachlernprozess konzipiert, die die Wahrnehmungen der Lernenden gegenüber sich selbst, anderen Sprechenden und dem gesamten Lernkontext stark mitprägt. Die Untersuchungen basieren auf den Narrationen zweier kanadischer Germanistikstudierender, die zwei Semester an deutschen Universitäten verbrachten. Der Selbstfindungs- und Lernprozess beider Studierender im fremden Umfeld wird dabei wesentlich durch ihre Selbstwahrnehmungen gelenkt, welche wiederum stark um das Thema Aussprache kreisen. Obwohl sich beide Lernende sehr unterschiedlich als Sprechende des Deutschen konstruieren,\r\nfixieren sie sich darauf, wie sie meinen zu klingen und folglich wahrgenommen zu werden. Dabei erweist sich vor allem das Konstrukt des Native Speaker als zentraler Vergleichspunkt, an dem sich die Lernenden messen und der somit als Basis für die Wertung des Auslandsaufenthalts und des eigenen Lernerfolgs dient. Durch die Analyse subjektiver Lernertheorien entwirft dieser Beitrag einen gänzlich neuen Rahmen für die Betrachtung von Aussprache im Sprachlernprozess, der über die rein phonetische Dimension hinausgeht und den Fokus auf die sozialpsychologischen Funktionen von Aussprache lenkt."}],"editor":[{"full_name":"Böcker , Jessica ","last_name":"Böcker ","first_name":"Jessica "},{"full_name":"Stauch, Annette","last_name":"Stauch","first_name":"Annette"}],"department":[{"_id":"468"}],"user_id":"71540","_id":"28360","extern":"1","language":[{"iso":"ger"}],"publication_identifier":{"isbn":[" 9783631647189"]},"publication_status":"published","page":"171-188","citation":{"apa":"Müller, M., &#38; Schmenk, B. (2015). Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden. In J. Böcker  &#38; A. Stauch (Eds.), <i>Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin</i> (pp. 171–188). Peter Lang.","bibtex":"@inbook{Müller_Schmenk_2015, place={Frankfurt/Main}, title={Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden}, booktitle={Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin}, publisher={Peter Lang}, author={Müller, Mareike and Schmenk, Barbara}, editor={Böcker , Jessica  and Stauch, Annette}, year={2015}, pages={171–188} }","mla":"Müller, Mareike, and Barbara Schmenk. “Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden.” <i>Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin</i>, edited by Jessica  Böcker  and Annette Stauch, Peter Lang, 2015, pp. 171–88.","short":"M. Müller, B. Schmenk, in: J. Böcker , A. Stauch (Eds.), Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin, Peter Lang, Frankfurt/Main, 2015, pp. 171–188.","chicago":"Müller, Mareike, and Barbara Schmenk. “Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden.” In <i>Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin</i>, edited by Jessica  Böcker  and Annette Stauch, 171–88. Frankfurt/Main: Peter Lang, 2015.","ieee":"M. Müller and B. Schmenk, “Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden,” in <i>Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin</i>, J. Böcker  and A. Stauch, Eds. Frankfurt/Main: Peter Lang, 2015, pp. 171–188.","ama":"Müller M, Schmenk B. Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden. In: Böcker  J, Stauch A, eds. <i>Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin</i>. Peter Lang; 2015:171-188."},"place":"Frankfurt/Main","year":"2015","author":[{"last_name":"Müller","full_name":"Müller, Mareike","id":"71540","first_name":"Mareike"},{"first_name":"Barbara","last_name":"Schmenk","full_name":"Schmenk, Barbara"}],"date_created":"2021-12-07T13:22:41Z","publisher":"Peter Lang","date_updated":"2022-01-06T06:58:02Z","title":"Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden"},{"doi":"10.1111/flan.12024","volume":46,"author":[{"id":"71540","full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike"}],"date_updated":"2022-01-06T06:58:02Z","page":"213-229","intvolume":"        46","citation":{"apa":"Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. <i>Foreign Language Annals</i>, <i>46</i>(2), 213–229. <a href=\"https://doi.org/10.1111/flan.12024\">https://doi.org/10.1111/flan.12024</a>","short":"M. Müller, Foreign Language Annals 46 (2013) 213–229.","bibtex":"@article{Müller_2013, title={Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom}, volume={46}, DOI={<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>}, number={2}, journal={Foreign Language Annals}, author={Müller, Mareike}, year={2013}, pages={213–229} }","mla":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” <i>Foreign Language Annals</i>, vol. 46, no. 2, 2013, pp. 213–29, doi:<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>.","chicago":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” <i>Foreign Language Annals</i> 46, no. 2 (2013): 213–29. <a href=\"https://doi.org/10.1111/flan.12024\">https://doi.org/10.1111/flan.12024</a>.","ieee":"M. Müller, “Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom,” <i>Foreign Language Annals</i>, vol. 46, no. 2, pp. 213–229, 2013, doi: <a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>.","ama":"Müller M. Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. <i>Foreign Language Annals</i>. 2013;46(2):213-229. doi:<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>"},"publication_identifier":{"issn":["0015-718X","1944-9720"]},"publication_status":"published","extern":"1","article_type":"original","department":[{"_id":"468"}],"user_id":"71540","_id":"28353","status":"public","type":"journal_article","title":"Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom","date_created":"2021-12-07T12:37:11Z","year":"2013","issue":"2","language":[{"iso":"eng"}],"keyword":["critical language awareness","native‐speaker ideal","pronunciation","study abroad","translingual and transcultural competence"],"abstract":[{"text":"This article aims to reconceptualize pronunciation teaching and learning according to the tenets of the 2007 MLA Report and its call for translingual/transcultural competence. The critical discussion of current teaching and research practices shows that the realm of pronunciation has benefitted little from debates on intercultural language learning. In order to link the teaching of pronunciation with learner needs in intercultural encounters, this article develops the concept of pronunciation‐as‐language. The theoretical exploration of this concept is supported by a narrative analysis of study-abroad learners’ accounts, contrasting learners’ perceptions of teaching practices with the complex role pronunciation plays in second language‐mediated interactions. The results underline the importance of pedagogical approaches that encourage the critical reflection on and creative use of pronunciation beyond structural elements and native‐speaker\r\nnorms.","lang":"eng"}],"publication":"Foreign Language Annals"},{"extern":"1","language":[{"iso":"eng"}],"_id":"28362","user_id":"71540","department":[{"_id":"468"}],"editor":[{"last_name":"Plews","full_name":"Plews, John L.","first_name":"John L."},{"full_name":"Schmenk, Barbara","last_name":"Schmenk","first_name":"Barbara"}],"status":"public","type":"book_chapter","publication":"Traditions and Transitions: Curricula for German Studies","title":"Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula","date_updated":"2022-01-06T06:58:02Z","publisher":"Wilfrid Laurier University Press","date_created":"2021-12-07T13:24:40Z","author":[{"full_name":"Müller, Mareike","id":"71540","last_name":"Müller","first_name":"Mareike"}],"place":"Waterloo","year":"2013","citation":{"apa":"Müller, M. (2013). Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula. In J. L. Plews &#38; B. Schmenk (Eds.), <i>Traditions and Transitions: Curricula for German Studies</i> (pp. 105–124). Wilfrid Laurier University Press.","bibtex":"@inbook{Müller_2013, place={Waterloo}, title={Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula}, booktitle={Traditions and Transitions: Curricula for German Studies}, publisher={Wilfrid Laurier University Press}, author={Müller, Mareike}, editor={Plews, John L. and Schmenk, Barbara}, year={2013}, pages={105–124} }","mla":"Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing Teaching and Learning Objectives in German as a Foreign Language Curricula.” <i>Traditions and Transitions: Curricula for German Studies</i>, edited by John L. Plews and Barbara Schmenk, Wilfrid Laurier University Press, 2013, pp. 105–24.","short":"M. Müller, in: J.L. Plews, B. Schmenk (Eds.), Traditions and Transitions: Curricula for German Studies, Wilfrid Laurier University Press, Waterloo, 2013, pp. 105–124.","chicago":"Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing Teaching and Learning Objectives in German as a Foreign Language Curricula.” In <i>Traditions and Transitions: Curricula for German Studies</i>, edited by John L. Plews and Barbara Schmenk, 105–24. Waterloo: Wilfrid Laurier University Press, 2013.","ieee":"M. Müller, “Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula,” in <i>Traditions and Transitions: Curricula for German Studies</i>, J. L. Plews and B. Schmenk, Eds. Waterloo: Wilfrid Laurier University Press, 2013, pp. 105–124.","ama":"Müller M. Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula. In: Plews JL, Schmenk B, eds. <i>Traditions and Transitions: Curricula for German Studies</i>. Wilfrid Laurier University Press; 2013:105-124."},"page":"105-124","publication_status":"published","publication_identifier":{"isbn":["978-1554584314"]}},{"language":[{"iso":"eng"}],"extern":"1","_id":"28357","department":[{"_id":"468"}],"user_id":"71540","abstract":[{"text":"This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.","lang":"eng"}],"status":"public","type":"dissertation","title":"Learners' identity negotiations and beliefs about pronunciation in study abroad contexts","main_file_link":[{"open_access":"1","url":"http://hdl.handle.net/10012/6067"}],"publisher":"University of Waterloo","date_updated":"2022-01-06T06:58:02Z","oa":"1","author":[{"last_name":"Müller","full_name":"Müller, Mareike","id":"71540","first_name":"Mareike"}],"date_created":"2021-12-07T13:06:13Z","year":"2011","place":"UWSpace","citation":{"apa":"Müller, M. (2011). <i>Learners’ identity negotiations and beliefs about pronunciation in study abroad contexts</i>. University of Waterloo.","bibtex":"@book{Müller_2011, place={UWSpace}, title={Learners’ identity negotiations and beliefs about pronunciation in study abroad contexts}, publisher={University of Waterloo}, author={Müller, Mareike}, year={2011} }","short":"M. Müller, Learners’ Identity Negotiations and Beliefs about Pronunciation in Study Abroad Contexts, University of Waterloo, UWSpace, 2011.","mla":"Müller, Mareike. <i>Learners’ Identity Negotiations and Beliefs about Pronunciation in Study Abroad Contexts</i>. University of Waterloo, 2011.","ieee":"M. Müller, <i>Learners’ identity negotiations and beliefs about pronunciation in study abroad contexts</i>. UWSpace: University of Waterloo, 2011.","chicago":"Müller, Mareike. <i>Learners’ Identity Negotiations and Beliefs about Pronunciation in Study Abroad Contexts</i>. UWSpace: University of Waterloo, 2011.","ama":"Müller M. <i>Learners’ Identity Negotiations and Beliefs about Pronunciation in Study Abroad Contexts</i>. University of Waterloo; 2011."},"publication_status":"published"},{"date_created":"2021-12-08T14:38:18Z","author":[{"full_name":"Liebscher, Grit","last_name":"Liebscher","first_name":"Grit"},{"full_name":"Dailey-O’Cain, Jennifer","last_name":"Dailey-O’Cain","first_name":"Jennifer"},{"id":"71540","full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike"},{"first_name":"Tetyana","full_name":"Reichert, Tetyana","last_name":"Reichert"}],"volume":20,"date_updated":"2022-01-06T06:58:05Z","doi":"10.1075/prag.20.3.04lie","title":"Negotiating identities through pronouns of address in an immigrant community","issue":"3","publication_status":"published","publication_identifier":{"issn":["1018-2101","2406-4238"]},"citation":{"ama":"Liebscher G, Dailey-O’Cain J, Müller M, Reichert T. Negotiating identities through pronouns of address in an immigrant community. <i>Pragmatics Quarterly Publication of the International Pragmatics Association (IPrA)</i>. 2010;20(3):375-400. doi:<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>","ieee":"G. Liebscher, J. Dailey-O’Cain, M. Müller, and T. Reichert, “Negotiating identities through pronouns of address in an immigrant community,” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, vol. 20, no. 3, pp. 375–400, 2010, doi: <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>.","chicago":"Liebscher, Grit, Jennifer Dailey-O’Cain, Mareike Müller, and Tetyana Reichert. “Negotiating Identities through Pronouns of Address in an Immigrant Community.” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i> 20, no. 3 (2010): 375–400. <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">https://doi.org/10.1075/prag.20.3.04lie</a>.","short":"G. Liebscher, J. Dailey-O’Cain, M. Müller, T. Reichert, Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20 (2010) 375–400.","bibtex":"@article{Liebscher_Dailey-O’Cain_Müller_Reichert_2010, title={Negotiating identities through pronouns of address in an immigrant community}, volume={20}, DOI={<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>}, number={3}, journal={Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)}, author={Liebscher, Grit and Dailey-O’Cain, Jennifer and Müller, Mareike and Reichert, Tetyana}, year={2010}, pages={375–400} }","mla":"Liebscher, Grit, et al. “Negotiating Identities through Pronouns of Address in an Immigrant Community.” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, vol. 20, no. 3, 2010, pp. 375–400, doi:<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>.","apa":"Liebscher, G., Dailey-O’Cain, J., Müller, M., &#38; Reichert, T. (2010). Negotiating identities through pronouns of address in an immigrant community. <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, <i>20</i>(3), 375–400. <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">https://doi.org/10.1075/prag.20.3.04lie</a>"},"page":"375-400","intvolume":"        20","year":"2010","user_id":"71540","department":[{"_id":"468"}],"_id":"28449","language":[{"iso":"eng"}],"extern":"1","article_type":"original","keyword":["Forms of address","T/V distinction","Du vs. Sie","Conversation analysis","Language attitudes","Interviews","German in Canada","Migration studies","North American migration"],"type":"journal_article","publication":"Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)","status":"public","abstract":[{"lang":"eng","text":"This article investigates forms of address, in particular the T/V distinction in German, in conversational interviews with German-speaking immigrants to English-speaking Canada and their descendants. From among 77 interviews conducted in two urban areas in Canada, we discuss instances of both the interactional use of and metalinguistic comments on forms of address. Our analysis is largely guided by conversation analysis and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne, Norrby and Warren’s (2009) model of address as a backdrop, we investigate the construction of group identity and group socialization through the lens of positioning theory (e.g. van Langenhove & Harré 1993; Dailey-O’Cain & Liebscher 2009). This combination of analytical tools can explain shifts in both usage of and attitudes toward the T/V distinction that cannot be explained through language attrition arguments alone."}]},{"title":"Challenges and opportunities for methodologically principled L2 pronunciation training in German textbooks and class","volume":16,"author":[{"first_name":"Mareike","last_name":"Müller","full_name":"Müller, Mareike","id":"71540"}],"date_created":"2021-12-14T09:15:04Z","date_updated":"2022-01-06T06:58:20Z","page":"30-37","intvolume":"        16","citation":{"ama":"Müller M. Challenges and opportunities for methodologically principled L2 pronunciation training in German textbooks and class. <i>Forum Deutsch – Research Forum</i>. 2008;16(2):30-37.","ieee":"M. Müller, “Challenges and opportunities for methodologically principled L2 pronunciation training in German textbooks and class,” <i>Forum Deutsch – Research Forum</i>, vol. 16, no. 2, pp. 30–37, 2008.","chicago":"Müller, Mareike. “Challenges and Opportunities for Methodologically Principled L2 Pronunciation Training in German Textbooks and Class.” <i>Forum Deutsch – Research Forum</i> 16, no. 2 (2008): 30–37.","bibtex":"@article{Müller_2008, title={Challenges and opportunities for methodologically principled L2 pronunciation training in German textbooks and class}, volume={16}, number={2}, journal={Forum Deutsch – Research Forum}, author={Müller, Mareike}, year={2008}, pages={30–37} }","mla":"Müller, Mareike. “Challenges and Opportunities for Methodologically Principled L2 Pronunciation Training in German Textbooks and Class.” <i>Forum Deutsch – Research Forum</i>, vol. 16, no. 2, 2008, pp. 30–37.","short":"M. Müller, Forum Deutsch – Research Forum 16 (2008) 30–37.","apa":"Müller, M. (2008). Challenges and opportunities for methodologically principled L2 pronunciation training in German textbooks and class. <i>Forum Deutsch – Research Forum</i>, <i>16</i>(2), 30–37."},"year":"2008","issue":"2","publication_status":"published","extern":"1","language":[{"iso":"eng"}],"article_type":"original","department":[{"_id":"468"}],"user_id":"71540","_id":"28767","status":"public","abstract":[{"text":"The teaching of pronunciation in foreign language classes has experienced methodological waves of interest over the last century. Regarded as an insignificant part of language learning in the grammar translation approach, the teaching of pronunciation “grew in prominence with the rise of the Direct Method and Audiolingualism, only to be pushed again to the sidelines with the ascendancy of Communicative Language Teaching … and the Natural Approach” (Jones, 2005, p. 178). Although phonetics has drawn more attention within the context of second language (L2) acquisition since the late 1980s, shortcomings inhibiting the teaching and learning of L2 pronunciation are still apparent, particularly within the realm of German as a Foreign Language (GFL), where a lack of appropriate pronunciation training and training material is observable (Dieling & Hirschfeld, 2000).","lang":"eng"}],"publication":"Forum Deutsch – Research Forum","type":"journal_article"},{"_id":"28782","department":[{"_id":"468"}],"user_id":"71540","extern":"1","language":[{"iso":"eng"}],"publication":"Electronic Journal of Foreign Language Teaching","type":"review","status":"public","date_updated":"2022-01-06T06:58:20Z","volume":4,"date_created":"2021-12-14T11:49:48Z","author":[{"last_name":"Müller","full_name":"Müller, Mareike","id":"71540","first_name":"Mareike"}],"title":"Review of “studio d A1” and “Lagune 1” from a pronunciation perspective","publication_status":"published","issue":"2","year":"2007","page":"267-273","intvolume":"         4","citation":{"ama":"Müller M. Review of “studio d A1” and “Lagune 1” from a pronunciation perspective. <i>Electronic Journal of Foreign Language Teaching</i>. 2007;4(2):267-273.","ieee":"M. Müller, “Review of ‘studio d A1’ and ‘Lagune 1’ from a pronunciation perspective,” <i>Electronic Journal of Foreign Language Teaching</i>, vol. 4, no. 2. pp. 267–273, 2007.","chicago":"Müller, Mareike. “Review of ‘Studio d A1’ and ‘Lagune 1’ from a Pronunciation Perspective.” <i>Electronic Journal of Foreign Language Teaching</i>, 2007.","apa":"Müller, M. (2007). Review of “studio d A1” and “Lagune 1” from a pronunciation perspective. In <i>Electronic Journal of Foreign Language Teaching</i> (Vol. 4, Issue 2, pp. 267–273).","mla":"Müller, Mareike. “Review of ‘Studio d A1’ and ‘Lagune 1’ from a Pronunciation Perspective.” <i>Electronic Journal of Foreign Language Teaching</i>, vol. 4, no. 2, 2007, pp. 267–73.","short":"M. Müller, Electronic Journal of Foreign Language Teaching 4 (2007) 267–273.","bibtex":"@article{Müller_2007, title={Review of “studio d A1” and “Lagune 1” from a pronunciation perspective}, volume={4}, number={2}, journal={Electronic Journal of Foreign Language Teaching}, author={Müller, Mareike}, year={2007}, pages={267–273} }"}}]