Die Angewandte Linguistik ist ein disziplinübergreifendes Gebiet von Forschung und Praxis, welches sich von der Allgemeinen Linguistik und den Linguistiken einzelner Sprachen vor allem durch ihre explizite Orientierung auf alltägliche, lebenspraktisch relevante Probleme mit Sprache und Kommunikation unterscheidet.
ausgewählte Publikationen
Schauer, G.A. (2021). Email communication in English and in German: a contrastive pragmatic investigation of German university students’ emails sent to university staff in their native and foreign language. In Economidou-Kogetsidis, M., Halenko, N. & Savić, M. (Eds), Email Pragmatics and Second Language Learners (pp. 179-201). John Benjamins.
Schauer, G.A. (2010). Study abroad and its effect on speech act performance. In A. Martinez Flor and E. Uso Juan (Eds.) Speech act performance: Theoretical, empirical and methodolgical issues (pp. 91-108). John Benjamins.
Schauer, G. A. (2009). Interlanguage pragmatic development: The study abroad context. Continuum/Bloomsbury.
Schauer, G. A. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269-318.
Schauer, G.A. (2022). Interlanguage pragmatic development in an instructed secondary school context - investigating input and output focusing on the speech acts of agreement and disagreement. In Halenko, N. & Wang, J. (Eds.), Pragmatics and English Language Learning (pp. 143-172). Cambridge University Press.
Schauer, G. A. (2019). Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context. Springer.
Schauer, G.A. (2022). Interlanguage pragmatic development in an instructed secondary school context - investigating input and output focusing on the speech acts of agreement and disagreement. In Halenko, N. & Wang, J. (Eds.), Pragmatics and English Language Learning (pp. 143-172). Cambridge University Press.
Schauer, G.A. (2020). Lehrmaterialien für Sekundarschulschüler*innen mit speziellem Förderbedarf: eine kontrastive pragmatische Studie von Sprechakten in zwei Lehrwerken. In Glaser, K. & Limberg, H. (Eds.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht (pp. 259-285). Peter Lang Verlag.
Schauer, G. A., & Adolphs, S. (2006). Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System, 34(1), 119-134.
Schauer, G.A. (2022). Intercultural competence and pragmatics in the L2 classroom: views of in-service EFL teachers in primary, secondary and adult education. In McConachy, T. & Liddicoat, A. (Eds.), Teaching and Learning Second Language Pragmatics for Intercultural Understanding (pp. 173-198). Routledge.
Schauer, G.A. (2021). Measuring intercultural competence. In Winke, P. & Brunfaut, T. (Eds.) The Routledge Handbook of Second Language Acquisition and Language Testing (pp. 359-370). Routledge.
Schauer, G.A. (2016). Assessing intercultural competence. In D. Tsagari & J. Banerjee (Eds.), Handbook of Second Language Assessment. (pp. 181-202).Mouton de Gruyter.
weitere Beiträge in Vorbereitung
Schauer, G.A. (2022). Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young learners. The Language Learning Journal. Open Access Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young le (tandfonline.com)
Schauer, G. A. (2019). Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context. Springer.
weitere Beiträge in Vorbereitung
Schauer, G. A. (2019). Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context. Springer.
Schauer, G.A. (2022). Intercultural competence and pragmatics in the L2 classroom: views of in-service EFL teachers in primary, secondary and adult education. In McConachy, T. & Liddicoat, A. (Eds.), Teaching and Learning Second Language Pragmatics for Intercultural Understanding (pp. 173-198). Routledge.
Schauer, G.A. (in press, 2022). Foreign language pragmatic development in an instructed secondary school context - investigating input and output focusing on the speech acts of agreement and disagreement. In Halenko, N. & Wang, J. (Eds.), Pragmatics and English Language Learning. Cambridge University Press.
Schauer, G.A. (2022). Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young learners. The Language Learning Journal. Open Access Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young le (tandfonline.com)
Schauer, G.A. (2022). Teaching L2 Pragmatics to Young Learners: A Review Study. Applied Pragmatics, 4(2), 137-158. Open Access https://doi.org/10.1075/ap.00006.sch
Schauer, G.A. (2022). Nachgefragt: "Wie wichtig ist es für Kinder, sich in Krisensituationen in einer Fremdsprache ausdrücken zu können, Frau Prof. Schauer?" WortMelder: Der Forschungsblog der Universität Erfurt. Link: Nachgefragt: "Wie wichtig ist es für Kinder, sich in Krisensituationen in einer Fremdsprache ausdrücken zu können, Frau Prof. Schauer?": Universität Erfurt (uni-erfurt.de)
Schauer, G.A. (2020). Lehrmaterialien für Sekundarschulschüler*innen mit speziellem Förderbedarf: eine kontrastive pragmatische Studie von Sprechakten in zwei Lehrwerken. In Glaser, K. & Limberg, H. (Eds.) Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht (pp. 259-285). Peter Lang Verlag.
Schauer, G. A. (2019). Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context. Springer.
Schauer, G. A. (2009). Interlanguage pragmatic development: The study abroad context. Continuum/Bloomsbury.
Schauer, G. A. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269-318.
Schauer, G. A. (2019). Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context. Springer.
Schauer, G.A. (2017). "It's really insulting to say something like that to anyone": an investigation of English and German native speakers' impoliteness perceptions. In I. Kecskes & S. Assimakopoulos (Eds.), Current Issues in Intercultural Pragmatics (pp. 207-227). John Benjamins.
Culpeper, J., Schauer, G.A., Marti, L., Mei, M. & Nevala, M. (2014). Impoliteness and emotions in a cross-cultural perspective. SPELL: Swiss Papers in English Language and Literature, 30, 67-88.
Culpeper, J., Marti, L., Mei, M., Nevala, M., & Schauer, G.A. (2010). Cross-cultural variation in the perception of impoliteness: A study of impoliteness events reported by students in England, China, Finland, Germany and Turkey. Intercultural Pragmatics, 7(4), 597-624.
Schauer, G.A. (2021). Email communication in English and in German: a contrastive pragmatic investigation of German university students’ emails sent to university staff in their native and foreign language. In Economidou-Kogetsidis, M., Halenko, N. & Savić, M. (Eds), Email Pragmatics and Second Language Learners (pp. 179-201). John Benjamins.
Schauer, G.A. (2022). Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young learners. The Language Learning Journal. Open Access Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young le (tandfonline.com)
Schauer, G.A. (2018). Nachgefragt: "Ist die Entscheidung des Bundesgerichtshofs gegen die Abschaffung des generischen Maskulinums ein Rückschritt in der Gleichbehandlung von Frauen und Männern, Frau Prof. Schauer?" WortMelder: Forschungsblog der Universität Erfurt.
Schauer, G.A. (2016). Towards a model of group-based cyberbullying: combining verbal aggression and manipulation approaches with perception data to investigate the portrayal of transgender people in seven newspaper articles. (41 pages) urn:nbn:de:gbv:547-201600661 . URL: https://www.db-thueringen.de/receive/dbt_mods_00030940
weitere Titel in Vorbereitung
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