---
_id: '54440'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
orcid: 0000-0002-4940-0297
citation:
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. Study Abroad Research in Second Language Acquisition and International
Education. 2024;9(2):188-216. doi:10.1075/sar.22024.mul'
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. Study Abroad Research in Second Language Acquisition
and International Education, 9(2), 188–216. https://doi.org/10.1075/sar.22024.mul'
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={10.1075/sar.22024.mul},
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} }'
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.” Study Abroad Research in Second Language Acquisition
and International Education 9, no. 2 (2024): 188–216. https://doi.org/10.1075/sar.22024.mul.'
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,” Study Abroad Research in Second Language Acquisition and
International Education, vol. 9, no. 2, pp. 188–216, 2024, doi: 10.1075/sar.22024.mul.'
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.” Study Abroad Research in Second Language Acquisition
and International Education, vol. 9, no. 2, John Benjamins Publishing Company,
2024, pp. 188–216, doi:10.1075/sar.22024.mul.'
short: M. Müller, Study Abroad Research in Second Language Acquisition and International
Education 9 (2024) 188–216.
date_created: 2024-05-24T07:11:29Z
date_updated: 2024-06-11T11:34:09Z
department:
- _id: '468'
doi: 10.1075/sar.22024.mul
intvolume: ' 9'
issue: '2'
language:
- iso: eng
page: 188-216
publication: Study Abroad Research in Second Language Acquisition and International
Education
publication_identifier:
issn:
- 2405-5522
- 2405-5530
publication_status: published
publisher: John Benjamins Publishing Company
status: public
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'
type: journal_article
user_id: '71540'
volume: 9
year: '2024'
...
---
_id: '44058'
abstract:
- lang: eng
text: "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."
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
orcid: 0000-0002-4940-0297
citation:
ama: 'Müller M. Near-term effects of short-term study abroad: A longitudinal examination
of learner perceptions. Frontiers: The Interdisciplinary Journal of Study Abroad.
2023;35(1):275-304. doi:10.36366/frontiers.v35i1.684'
apa: 'Müller, M. (2023). Near-term effects of short-term study abroad: A longitudinal
examination of learner perceptions. Frontiers: The Interdisciplinary Journal
of Study Abroad, 35(1), 275–304. https://doi.org/10.36366/frontiers.v35i1.684'
bibtex: '@article{Müller_2023, title={Near-term effects of short-term study abroad:
A longitudinal examination of learner perceptions}, volume={35}, DOI={10.36366/frontiers.v35i1.684},
number={1}, journal={Frontiers: The Interdisciplinary Journal of Study Abroad},
publisher={The Forum on Education Abroad}, author={Müller, Mareike}, year={2023},
pages={275–304} }'
chicago: 'Müller, Mareike. “Near-Term Effects of Short-Term Study Abroad: A Longitudinal
Examination of Learner Perceptions.” Frontiers: The Interdisciplinary Journal
of Study Abroad 35, no. 1 (2023): 275–304. https://doi.org/10.36366/frontiers.v35i1.684.'
ieee: 'M. Müller, “Near-term effects of short-term study abroad: A longitudinal
examination of learner perceptions,” Frontiers: The Interdisciplinary Journal
of Study Abroad, vol. 35, no. 1, pp. 275–304, 2023, doi: 10.36366/frontiers.v35i1.684.'
mla: 'Müller, Mareike. “Near-Term Effects of Short-Term Study Abroad: A Longitudinal
Examination of Learner Perceptions.” Frontiers: The Interdisciplinary Journal
of Study Abroad, vol. 35, no. 1, The Forum on Education Abroad, 2023, pp.
275–304, doi:10.36366/frontiers.v35i1.684.'
short: 'M. Müller, Frontiers: The Interdisciplinary Journal of Study Abroad 35 (2023)
275–304.'
date_created: 2023-04-19T07:21:28Z
date_updated: 2024-10-28T13:43:03Z
department:
- _id: '468'
doi: 10.36366/frontiers.v35i1.684
intvolume: ' 35'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://frontiersjournal.org/index.php/Frontiers/article/view/684
oa: '1'
page: 275-304
publication: 'Frontiers: The Interdisciplinary Journal of Study Abroad'
publication_identifier:
issn:
- 2380-8144
- 1085-4568
publication_status: published
publisher: The Forum on Education Abroad
status: public
title: 'Near-term effects of short-term study abroad: A longitudinal examination of
learner perceptions'
type: journal_article
user_id: '71540'
volume: 35
year: '2023'
...
---
_id: '28349'
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."
article_type: original
author:
- first_name: Sandra
full_name: Drumm, Sandra
last_name: Drumm
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Nadja
full_name: Stenzel, Nadja
last_name: Stenzel
citation:
ama: 'Drumm S, Müller M, Stenzel N. Digitale Räume geben und nehmen: Unterrichtsinteraktion
in DSH-Kursen während der COVID-19-Pandemie. Informationen Deutsch als Fremdsprache.
2021;48(5):496-515. doi:10.1515/infodaf-2021-0069'
apa: 'Drumm, S., Müller, M., & Stenzel, N. (2021). Digitale Räume geben und
nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. Informationen
Deutsch als Fremdsprache, 48(5), 496–515. https://doi.org/10.1515/infodaf-2021-0069'
bibtex: '@article{Drumm_Müller_Stenzel_2021, title={Digitale Räume geben und nehmen:
Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}, volume={48},
DOI={10.1515/infodaf-2021-0069},
number={5}, journal={Informationen Deutsch als Fremdsprache}, author={Drumm, Sandra
and Müller, Mareike and Stenzel, Nadja}, year={2021}, pages={496–515} }'
chicago: 'Drumm, Sandra, Mareike Müller, and Nadja Stenzel. “Digitale Räume geben
und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.”
Informationen Deutsch als Fremdsprache 48, no. 5 (2021): 496–515. https://doi.org/10.1515/infodaf-2021-0069.'
ieee: 'S. Drumm, M. Müller, and N. Stenzel, “Digitale Räume geben und nehmen: Unterrichtsinteraktion
in DSH-Kursen während der COVID-19-Pandemie,” Informationen Deutsch als Fremdsprache,
vol. 48, no. 5, pp. 496–515, 2021, doi: 10.1515/infodaf-2021-0069.'
mla: 'Drumm, Sandra, et al. “Digitale Räume geben und nehmen: Unterrichtsinteraktion
in DSH-Kursen während der COVID-19-Pandemie.” Informationen Deutsch als Fremdsprache,
vol. 48, no. 5, 2021, pp. 496–515, doi:10.1515/infodaf-2021-0069.'
short: S. Drumm, M. Müller, N. Stenzel, Informationen Deutsch als Fremdsprache 48
(2021) 496–515.
date_created: 2021-12-07T10:32:28Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1515/infodaf-2021-0069
intvolume: ' 48'
issue: '5'
keyword:
- German language courses at university
- interaction
- digital space
- language learning/teaching via videoconference
language:
- iso: ger
page: 496-515
publication: Informationen Deutsch als Fremdsprache
publication_identifier:
issn:
- 2511-0853
- 0724-9616
publication_status: published
status: public
title: 'Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während
der COVID-19-Pandemie'
type: journal_article
user_id: '71540'
volume: 48
year: '2021'
...
---
_id: '32055'
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.
author:
- first_name: Magdalena
full_name: Can, Magdalena
last_name: Can
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Constanze
full_name: Niederhaus, Constanze
id: '54999'
last_name: Niederhaus
citation:
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. Lockdown, Homeschooling und Social
Distancing – der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie.
Narr; 2021:195–222. doi:10.24053/9783823394945'
apa: 'Can, M., Müller, M., & Niederhaus, C. (2021). Digitale Zugänge zu kommunikativer
Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung
Geflüchteter. In J. Gamper, B. Hövelbrinks, & J. Schlauch (Eds.), Lockdown,
Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten
Bedingungen der COVID-19-Pandemie (pp. 195–222). Narr. https://doi.org/10.24053/9783823394945'
bibtex: '@inbook{Can_Müller_Niederhaus_2021, place={Tübingen}, title={Digitale Zugänge
zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt
Sprachbegleitung Geflüchteter}, DOI={10.24053/9783823394945},
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} }'
chicago: 'Can, Magdalena, Mareike Müller, and Constanze Niederhaus. “Digitale Zugänge
zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie im Projekt
Sprachbegleitung Geflüchteter.” In Lockdown, Homeschooling und Social Distancing
– der Zweitspracherwerb unter akut veränderten Bedingungen der COVID-19-Pandemie,
edited by Jana Gamper, Britta Hövelbrinks, and Julia Schlauch, 195–222. Tübingen:
Narr, 2021. https://doi.org/10.24053/9783823394945.'
ieee: 'M. Can, M. Müller, and C. Niederhaus, “Digitale Zugänge zu kommunikativer
Praxis schaffen: Eine explorative Interviewstudie im Projekt Sprachbegleitung
Geflüchteter,” in Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb
unter akut veränderten Bedingungen der COVID-19-Pandemie, J. Gamper, B. Hövelbrinks,
and J. Schlauch, Eds. Tübingen: Narr, 2021, pp. 195–222.'
mla: 'Can, Magdalena, et al. “Digitale Zugänge zu kommunikativer Praxis schaffen:
Eine explorative Interviewstudie im Projekt Sprachbegleitung Geflüchteter.” Lockdown,
Homeschooling und Social Distancing – der Zweitspracherwerb unter akut veränderten
Bedingungen der COVID-19-Pandemie, edited by Jana Gamper et al., Narr, 2021,
pp. 195–222, doi:10.24053/9783823394945.'
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.'
date_created: 2022-06-20T09:47:35Z
date_updated: 2022-09-14T09:11:23Z
department:
- _id: '468'
doi: 10.24053/9783823394945
editor:
- first_name: Jana
full_name: Gamper, Jana
last_name: Gamper
- first_name: Britta
full_name: Hövelbrinks, Britta
last_name: Hövelbrinks
- first_name: Julia
full_name: Schlauch, Julia
last_name: Schlauch
language:
- iso: ger
page: 195–222
place: Tübingen
publication: Lockdown, Homeschooling und Social Distancing – der Zweitspracherwerb
unter akut veränderten Bedingungen der COVID-19-Pandemie
publication_identifier:
isbn:
- '9783823384946'
publication_status: published
publisher: Narr
status: public
title: 'Digitale Zugänge zu kommunikativer Praxis schaffen: Eine explorative Interviewstudie
im Projekt Sprachbegleitung Geflüchteter'
type: book_chapter
user_id: '71540'
year: '2021'
...
---
_id: '28351'
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Julia
full_name: Settinieri, Julia
last_name: Settinieri
citation:
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. Fremdsprachen Lehren und Lernen. 2020;49(2):46-63. doi:10.2357/FLuL-2020-0018'
apa: 'Müller, M., & 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. Fremdsprachen Lehren und Lernen, 49(2),
46–63. https://doi.org/10.2357/FLuL-2020-0018'
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={10.2357/FLuL-2020-0018},
number={2}, journal={Fremdsprachen Lehren und Lernen}, author={Müller, Mareike
and Settinieri, Julia}, year={2020}, pages={46–63} }'
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.” Fremdsprachen Lehren und Lernen 49, no.
2 (2020): 46–63. https://doi.org/10.2357/FLuL-2020-0018.'
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,” Fremdsprachen Lehren und Lernen, vol. 49, no. 2, pp.
46–63, 2020, doi: 10.2357/FLuL-2020-0018.'
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.” Fremdsprachen Lehren und Lernen, vol. 49, no.
2, 2020, pp. 46–63, doi:10.2357/FLuL-2020-0018.'
short: M. Müller, J. Settinieri, Fremdsprachen Lehren und Lernen 49 (2020) 46–63.
date_created: 2021-12-07T12:36:20Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.2357/FLuL-2020-0018
intvolume: ' 49'
issue: '2'
language:
- iso: ger
page: 46-63
publication: Fremdsprachen Lehren und Lernen
publication_status: published
status: public
title: '"Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...":
Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen'
type: journal_article
user_id: '71540'
volume: 49
year: '2020'
...
---
_id: '28348'
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. “As a person, I feel I’ve changed pretty immensely”: Sojourners’
aspirations and self-perceived achievements. The Canadian Modern Language Review.
2017;73(1):24-47. doi:10.3138/cmlr.3319'
apa: 'Müller, M. (2017). “As a person, I feel I’ve changed pretty immensely”: Sojourners’
aspirations and self-perceived achievements. The Canadian Modern Language Review,
73(1), 24–47. https://doi.org/10.3138/cmlr.3319'
bibtex: '@article{Müller_2017, title={“As a person, I feel I’ve changed pretty immensely”:
Sojourners’ aspirations and self-perceived achievements}, volume={73}, DOI={10.3138/cmlr.3319}, number={1}, journal={The
Canadian Modern Language Review}, author={Müller, Mareike}, year={2017}, pages={24–47}
}'
chicago: 'Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’:
Sojourners’ Aspirations and Self-Perceived Achievements.” The Canadian Modern
Language Review 73, no. 1 (2017): 24–47. https://doi.org/10.3138/cmlr.3319.'
ieee: 'M. Müller, “‘As a person, I feel I’ve changed pretty immensely’: Sojourners’
aspirations and self-perceived achievements,” The Canadian Modern Language
Review, vol. 73, no. 1, pp. 24–47, 2017, doi: 10.3138/cmlr.3319.'
mla: 'Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’
Aspirations and Self-Perceived Achievements.” The Canadian Modern Language
Review, vol. 73, no. 1, 2017, pp. 24–47, doi:10.3138/cmlr.3319.'
short: M. Müller, The Canadian Modern Language Review 73 (2017) 24–47.
date_created: 2021-12-07T10:18:50Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.3138/cmlr.3319
extern: '1'
intvolume: ' 73'
issue: '1'
keyword:
- individual differences
- learner beliefs
- narrative analysis
- sojourn objectives and evaluations
- study abroad
language:
- iso: eng
page: 24-47
publication: The Canadian Modern Language Review
publication_identifier:
issn:
- 0008-4506
- 1710-1131
publication_status: published
status: public
title: '“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations
and self-perceived achievements'
type: journal_article
user_id: '71540'
volume: 73
year: '2017'
...
---
_id: '28354'
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."
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
citation:
ama: 'Müller M, Schmenk B. Narrating the sound of self: The role of pronunciation
in learners’ self-constructions in study-abroad contexts. International Journal
of Applied Linguistics. 2017;27(1):132-151. doi:10.1111/ijal.12109'
apa: 'Müller, M., & Schmenk, B. (2017). Narrating the sound of self: The role
of pronunciation in learners’ self-constructions in study-abroad contexts. International
Journal of Applied Linguistics, 27(1), 132–151. https://doi.org/10.1111/ijal.12109'
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={10.1111/ijal.12109}, number={1},
journal={International Journal of Applied Linguistics}, author={Müller, Mareike
and Schmenk, Barbara}, year={2017}, pages={132–151} }'
chicago: 'Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The
Role of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.”
International Journal of Applied Linguistics 27, no. 1 (2017): 132–51.
https://doi.org/10.1111/ijal.12109.'
ieee: 'M. Müller and B. Schmenk, “Narrating the sound of self: The role of pronunciation
in learners’ self-constructions in study-abroad contexts,” International Journal
of Applied Linguistics, vol. 27, no. 1, pp. 132–151, 2017, doi: 10.1111/ijal.12109.'
mla: 'Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The Role
of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.” International
Journal of Applied Linguistics, vol. 27, no. 1, 2017, pp. 132–51, doi:10.1111/ijal.12109.'
short: M. Müller, B. Schmenk, International Journal of Applied Linguistics 27 (2017)
132–151.
date_created: 2021-12-07T12:46:22Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1111/ijal.12109
extern: '1'
intvolume: ' 27'
issue: '1'
keyword:
- learner identity
- study abroad
- pronunciation
- native-speaker ideal
- critical discourse analysis
language:
- iso: eng
page: 132-151
publication: International Journal of Applied Linguistics
publication_identifier:
issn:
- 0802-6106
publication_status: published
status: public
title: 'Narrating the sound of self: The role of pronunciation in learners’ self-constructions
in study-abroad contexts'
type: journal_article
user_id: '71540'
volume: 27
year: '2017'
...
---
_id: '28355'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation.
2016;2(1):108-142. doi:10.1075/jslp.2.1.05mul'
apa: 'Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation,
2(1), 108–142. https://doi.org/10.1075/jslp.2.1.05mul'
bibtex: '@article{Müller_2016, title={Listening to learners’ voices: Qualitative
aspects of pronunciation learning during study abroad}, volume={2}, DOI={10.1075/jslp.2.1.05mul},
number={1}, journal={Journal of Second Language Pronunciation}, author={Müller,
Mareike}, year={2016}, pages={108–142} }'
chicago: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of
Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation
2, no. 1 (2016): 108–42. https://doi.org/10.1075/jslp.2.1.05mul.'
ieee: 'M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad,” Journal of Second Language Pronunciation,
vol. 2, no. 1, pp. 108–142, 2016, doi: 10.1075/jslp.2.1.05mul.'
mla: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation
Learning during Study Abroad.” Journal of Second Language Pronunciation,
vol. 2, no. 1, 2016, pp. 108–42, doi:10.1075/jslp.2.1.05mul.'
short: M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.
date_created: 2021-12-07T12:50:39Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1075/jslp.2.1.05mul
extern: '1'
intvolume: ' 2'
issue: '1'
keyword:
- pronunciation learning
- study abroad
- qualitative approach
- narrative analysis
- learner beliefs
- socio-psychological learning factors
language:
- iso: eng
page: 108-142
publication: Journal of Second Language Pronunciation
publication_identifier:
issn:
- 2215-1931
- 2215-194X
publication_status: published
status: public
title: 'Listening to learners’ voices: Qualitative aspects of pronunciation learning
during study abroad'
type: journal_article
user_id: '71540'
volume: 2
year: '2016'
...
---
_id: '28356'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
citation:
ama: Müller M, Schmenk B. Conceptualizations, images, and evaluations of culture
in study abroad students. Canadian Journal of Applied Linguistics. 2016;19(2):128-150.
apa: Müller, M., & Schmenk, B. (2016). Conceptualizations, images, and evaluations
of culture in study abroad students. Canadian Journal of Applied Linguistics,
19(2), 128–150.
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} }'
chicago: 'Müller, Mareike, and Barbara Schmenk. “Conceptualizations, Images, and
Evaluations of Culture in Study Abroad Students.” Canadian Journal of Applied
Linguistics 19, no. 2 (2016): 128–50.'
ieee: M. Müller and B. Schmenk, “Conceptualizations, images, and evaluations of
culture in study abroad students,” Canadian Journal of Applied Linguistics,
vol. 19, no. 2, pp. 128–150, 2016.
mla: Müller, Mareike, and Barbara Schmenk. “Conceptualizations, Images, and Evaluations
of Culture in Study Abroad Students.” Canadian Journal of Applied Linguistics,
vol. 19, no. 2, 2016, pp. 128–50.
short: M. Müller, B. Schmenk, Canadian Journal of Applied Linguistics 19 (2016)
128–150.
date_created: 2021-12-07T12:58:26Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
extern: '1'
intvolume: ' 19'
issue: '2'
language:
- iso: eng
page: 128-150
publication: Canadian Journal of Applied Linguistics
publication_status: published
status: public
title: Conceptualizations, images, and evaluations of culture in study abroad students
type: journal_article
user_id: '71540'
volume: 19
year: '2016'
...
---
_id: '28360'
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."
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
citation:
ama: 'Müller M, Schmenk B. Der Klang meines Selbst: Aussprache und Selbstkonstruktion
von Fremdsprachenlernenden. In: Böcker J, Stauch A, eds. Konzepte aus der
Sprachlehrforschung – Impulse für die Praxis: Festschrift für Karin Kleppin.
Peter Lang; 2015:171-188.'
apa: 'Müller, M., & Schmenk, B. (2015). Der Klang meines Selbst: Aussprache
und Selbstkonstruktion von Fremdsprachenlernenden. In J. Böcker & A. Stauch
(Eds.), Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift
für Karin Kleppin (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} }'
chicago: 'Müller, Mareike, and Barbara Schmenk. “Der Klang meines Selbst: Aussprache
und Selbstkonstruktion von Fremdsprachenlernenden.” In Konzepte aus der Sprachlehrforschung
– Impulse für die Praxis: Festschrift für Karin Kleppin, 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 Konzepte aus der Sprachlehrforschung – Impulse
für die Praxis: Festschrift für Karin Kleppin, J. Böcker and A. Stauch, Eds.
Frankfurt/Main: Peter Lang, 2015, pp. 171–188.'
mla: 'Müller, Mareike, and Barbara Schmenk. “Der Klang meines Selbst: Aussprache
und Selbstkonstruktion von Fremdsprachenlernenden.” Konzepte aus der Sprachlehrforschung
– Impulse für die Praxis: Festschrift für Karin Kleppin, 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.'
date_created: 2021-12-07T13:22:41Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
editor:
- first_name: 'Jessica '
full_name: 'Böcker , Jessica '
last_name: 'Böcker '
- first_name: Annette
full_name: Stauch, Annette
last_name: Stauch
extern: '1'
language:
- iso: ger
page: 171-188
place: Frankfurt/Main
publication: 'Konzepte aus der Sprachlehrforschung – Impulse für die Praxis: Festschrift
für Karin Kleppin'
publication_identifier:
isbn:
- ' 9783631647189'
publication_status: published
publisher: Peter Lang
status: public
title: 'Der Klang meines Selbst: Aussprache und Selbstkonstruktion von Fremdsprachenlernenden'
type: book_chapter
user_id: '71540'
year: '2015'
...
---
_id: '28353'
abstract:
- lang: eng
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."
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom. Foreign Language
Annals. 2013;46(2):213-229. doi:10.1111/flan.12024'
apa: 'Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom. Foreign Language
Annals, 46(2), 213–229. https://doi.org/10.1111/flan.12024'
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={10.1111/flan.12024}, number={2},
journal={Foreign Language Annals}, author={Müller, Mareike}, year={2013}, pages={213–229}
}'
chicago: 'Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural
Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language
Annals 46, no. 2 (2013): 213–29. https://doi.org/10.1111/flan.12024.'
ieee: 'M. Müller, “Conceptualizing pronunciation as part of translingual/transcultural
competence: New impulses for SLA research and the L2 classroom,” Foreign Language
Annals, vol. 46, no. 2, pp. 213–229, 2013, doi: 10.1111/flan.12024.'
mla: 'Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural
Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language
Annals, vol. 46, no. 2, 2013, pp. 213–29, doi:10.1111/flan.12024.'
short: M. Müller, Foreign Language Annals 46 (2013) 213–229.
date_created: 2021-12-07T12:37:11Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1111/flan.12024
extern: '1'
intvolume: ' 46'
issue: '2'
keyword:
- critical language awareness
- native‐speaker ideal
- pronunciation
- study abroad
- translingual and transcultural competence
language:
- iso: eng
page: 213-229
publication: Foreign Language Annals
publication_identifier:
issn:
- 0015-718X
- 1944-9720
publication_status: published
status: public
title: 'Conceptualizing pronunciation as part of translingual/transcultural competence:
New impulses for SLA research and the L2 classroom'
type: journal_article
user_id: '71540'
volume: 46
year: '2013'
...
---
_id: '28362'
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
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. Traditions and Transitions: Curricula for German Studies.
Wilfrid Laurier University Press; 2013:105-124.'
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 & B. Schmenk (Eds.), Traditions and Transitions: Curricula
for German Studies (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}
}'
chicago: 'Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing
Teaching and Learning Objectives in German as a Foreign Language Curricula.” In
Traditions and Transitions: Curricula for German Studies, 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
Traditions and Transitions: Curricula for German Studies, J. L. Plews and
B. Schmenk, Eds. Waterloo: Wilfrid Laurier University Press, 2013, pp. 105–124.'
mla: 'Müller, Mareike. “Pronunciation Training without the Native Speaker? Reframing
Teaching and Learning Objectives in German as a Foreign Language Curricula.” Traditions
and Transitions: Curricula for German Studies, 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.'
date_created: 2021-12-07T13:24:40Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
editor:
- first_name: John L.
full_name: Plews, John L.
last_name: Plews
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
extern: '1'
language:
- iso: eng
page: 105-124
place: Waterloo
publication: 'Traditions and Transitions: Curricula for German Studies'
publication_identifier:
isbn:
- 978-1554584314
publication_status: published
publisher: Wilfrid Laurier University Press
status: public
title: Pronunciation training without the native speaker? Reframing teaching and learning
objectives in German as a Foreign Language curricula
type: book_chapter
user_id: '71540'
year: '2013'
...
---
_id: '28357'
abstract:
- lang: eng
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.
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: Müller M. Learners’ Identity Negotiations and Beliefs about Pronunciation
in Study Abroad Contexts. University of Waterloo; 2011.
apa: Müller, M. (2011). Learners’ identity negotiations and beliefs about pronunciation
in study abroad contexts. 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} }'
chicago: 'Müller, Mareike. Learners’ Identity Negotiations and Beliefs about
Pronunciation in Study Abroad Contexts. UWSpace: University of Waterloo, 2011.'
ieee: 'M. Müller, Learners’ identity negotiations and beliefs about pronunciation
in study abroad contexts. UWSpace: University of Waterloo, 2011.'
mla: Müller, Mareike. Learners’ Identity Negotiations and Beliefs about Pronunciation
in Study Abroad Contexts. University of Waterloo, 2011.
short: M. Müller, Learners’ Identity Negotiations and Beliefs about Pronunciation
in Study Abroad Contexts, University of Waterloo, UWSpace, 2011.
date_created: 2021-12-07T13:06:13Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
extern: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: http://hdl.handle.net/10012/6067
oa: '1'
place: UWSpace
publication_status: published
publisher: University of Waterloo
status: public
title: Learners' identity negotiations and beliefs about pronunciation in study abroad
contexts
type: dissertation
user_id: '71540'
year: '2011'
...
---
_id: '28449'
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.
article_type: original
author:
- first_name: Grit
full_name: Liebscher, Grit
last_name: Liebscher
- first_name: Jennifer
full_name: Dailey-O’Cain, Jennifer
last_name: Dailey-O’Cain
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Tetyana
full_name: Reichert, Tetyana
last_name: Reichert
citation:
ama: Liebscher G, Dailey-O’Cain J, Müller M, Reichert T. Negotiating identities
through pronouns of address in an immigrant community. Pragmatics Quarterly
Publication of the International Pragmatics Association (IPrA). 2010;20(3):375-400.
doi:10.1075/prag.20.3.04lie
apa: Liebscher, G., Dailey-O’Cain, J., Müller, M., & Reichert, T. (2010). Negotiating
identities through pronouns of address in an immigrant community. Pragmatics.
Quarterly Publication of the International Pragmatics Association (IPrA),
20(3), 375–400. https://doi.org/10.1075/prag.20.3.04lie
bibtex: '@article{Liebscher_Dailey-O’Cain_Müller_Reichert_2010, title={Negotiating
identities through pronouns of address in an immigrant community}, volume={20},
DOI={10.1075/prag.20.3.04lie},
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} }'
chicago: 'Liebscher, Grit, Jennifer Dailey-O’Cain, Mareike Müller, and Tetyana Reichert.
“Negotiating Identities through Pronouns of Address in an Immigrant Community.”
Pragmatics. Quarterly Publication of the International Pragmatics Association
(IPrA) 20, no. 3 (2010): 375–400. https://doi.org/10.1075/prag.20.3.04lie.'
ieee: 'G. Liebscher, J. Dailey-O’Cain, M. Müller, and T. Reichert, “Negotiating
identities through pronouns of address in an immigrant community,” Pragmatics.
Quarterly Publication of the International Pragmatics Association (IPrA),
vol. 20, no. 3, pp. 375–400, 2010, doi: 10.1075/prag.20.3.04lie.'
mla: Liebscher, Grit, et al. “Negotiating Identities through Pronouns of Address
in an Immigrant Community.” Pragmatics. Quarterly Publication of the International
Pragmatics Association (IPrA), vol. 20, no. 3, 2010, pp. 375–400, doi:10.1075/prag.20.3.04lie.
short: G. Liebscher, J. Dailey-O’Cain, M. Müller, T. Reichert, Pragmatics. Quarterly
Publication of the International Pragmatics Association (IPrA) 20 (2010) 375–400.
date_created: 2021-12-08T14:38:18Z
date_updated: 2022-01-06T06:58:05Z
department:
- _id: '468'
doi: 10.1075/prag.20.3.04lie
extern: '1'
intvolume: ' 20'
issue: '3'
keyword:
- Forms of address
- T/V distinction
- Du vs. Sie
- Conversation analysis
- Language attitudes
- Interviews
- German in Canada
- Migration studies
- North American migration
language:
- iso: eng
page: 375-400
publication: Pragmatics. Quarterly Publication of the International Pragmatics Association
(IPrA)
publication_identifier:
issn:
- 1018-2101
- 2406-4238
publication_status: published
status: public
title: Negotiating identities through pronouns of address in an immigrant community
type: journal_article
user_id: '71540'
volume: 20
year: '2010'
...
---
_id: '28767'
abstract:
- lang: eng
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).
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: Müller M. Challenges and opportunities for methodologically principled L2 pronunciation
training in German textbooks and class. Forum Deutsch – Research Forum.
2008;16(2):30-37.
apa: Müller, M. (2008). Challenges and opportunities for methodologically principled
L2 pronunciation training in German textbooks and class. Forum Deutsch – Research
Forum, 16(2), 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} }'
chicago: 'Müller, Mareike. “Challenges and Opportunities for Methodologically Principled
L2 Pronunciation Training in German Textbooks and Class.” Forum Deutsch – Research
Forum 16, no. 2 (2008): 30–37.'
ieee: M. Müller, “Challenges and opportunities for methodologically principled L2
pronunciation training in German textbooks and class,” Forum Deutsch – Research
Forum, vol. 16, no. 2, pp. 30–37, 2008.
mla: Müller, Mareike. “Challenges and Opportunities for Methodologically Principled
L2 Pronunciation Training in German Textbooks and Class.” Forum Deutsch – Research
Forum, vol. 16, no. 2, 2008, pp. 30–37.
short: M. Müller, Forum Deutsch – Research Forum 16 (2008) 30–37.
date_created: 2021-12-14T09:15:04Z
date_updated: 2022-01-06T06:58:20Z
department:
- _id: '468'
extern: '1'
intvolume: ' 16'
issue: '2'
language:
- iso: eng
page: 30-37
publication: Forum Deutsch – Research Forum
publication_status: published
status: public
title: Challenges and opportunities for methodologically principled L2 pronunciation
training in German textbooks and class
type: journal_article
user_id: '71540'
volume: 16
year: '2008'
...
---
_id: '28782'
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: Müller M. Review of “studio d A1” and “Lagune 1” from a pronunciation perspective.
Electronic Journal of Foreign Language Teaching. 2007;4(2):267-273.
apa: Müller, M. (2007). Review of “studio d A1” and “Lagune 1” from a pronunciation
perspective. In Electronic Journal of Foreign Language Teaching (Vol. 4,
Issue 2, pp. 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}
}'
chicago: Müller, Mareike. “Review of ‘Studio d A1’ and ‘Lagune 1’ from a Pronunciation
Perspective.” Electronic Journal of Foreign Language Teaching, 2007.
ieee: M. Müller, “Review of ‘studio d A1’ and ‘Lagune 1’ from a pronunciation perspective,”
Electronic Journal of Foreign Language Teaching, vol. 4, no. 2. pp. 267–273,
2007.
mla: Müller, Mareike. “Review of ‘Studio d A1’ and ‘Lagune 1’ from a Pronunciation
Perspective.” Electronic Journal of Foreign Language Teaching, vol. 4,
no. 2, 2007, pp. 267–73.
short: M. Müller, Electronic Journal of Foreign Language Teaching 4 (2007) 267–273.
date_created: 2021-12-14T11:49:48Z
date_updated: 2022-01-06T06:58:20Z
department:
- _id: '468'
extern: '1'
intvolume: ' 4'
issue: '2'
language:
- iso: eng
page: 267-273
publication: Electronic Journal of Foreign Language Teaching
publication_status: published
status: public
title: Review of “studio d A1” and “Lagune 1” from a pronunciation perspective
type: review
user_id: '71540'
volume: 4
year: '2007'
...