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Academic Communication in Multimedia Environment (ACiME)

  • Linguistic field: CMC
  • Data: questionnaire on the use of various communication tools, sources of information, use of hyperlinks, and attitudes towards plagiarism; website analysis of online profiles of active linguists; screen-capture video material to gather hands-on information on what people do when using the Internet for academic purposes
  • Topic: features of today's scientific communication in multimedia settings
  • Focus: use of hyperlinks, plagiarism, authorship

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Business English in International Organisations (BEIO)

  • Linguistic field: English as a lingua franca, Business English, figurative language use, pragmatics
  • Data: Corpus of naturally occurring business e-mails, web pages by international organisations, survey on Business English as a lingua franca in multi-national organisations
  • Topic: Figurative language use and pragmatic features in English as a lingua franca in international business communication
  • Focus: Idioms and linguistic features of business e-mails sent in an English as a lingua franca context between native and non-native business partners in a multi-national team; employees' experience of working in English as a lingua franca and possible difficulties they face

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Emerging E-mail Etiquette (EEE)

  • Linguistic field: Pragmatics, (im)politeness research, CMC, genre analysis
  • Data: Corpus of naturally occurring student emails, writing tasks, rating tasks
  • Topic: Textual norms of email communication in institutional contexts
  • Focus: Formal, structural and pragmatic features of student emails sent to a professor and their perceptional evaluation

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Pragmatic Profiling (PRA.PRO)

  • Linguistic field: pragmatics, L2 learning, pragmatic competence
  • Data: from the QEU: written questionnaire including discourse completion tasks, dialogue production tasks and multiple choice questions; L1 English, L2 English and L1 German data
  • Topic: the role and development of pragmatic competence in the context of L2 English learning
  • Focus: defining pragmatic competence and developing an instrument for assessing pragmatic competence

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