Current research in the field of English corpus linguistics challenges the traditional division between foreign language / learner varieties of English (English as a Foreign Language, EFL) and institutionalized second-language varieties of English (English as a Second Language, ESL), the so-called “paradigm-gap”. Despite the manifold differences between EFL and ESL, and although the two types of varieties have traditionally been examined in different research paradigms (EFL in Second Language Acquisition research, ESL in research on World Englishes), there are a number of similarities that warrant a comparative perspective. Both are ‘non-native’ varieties, are acquired in institutionalised settings as foreign or second languages in language contact situations, and, most importantly for the present context, have been assumed to be subject to similar cognitive processes of language acquisition and production. In this seminar we will review the current research literature in the field and then design corpus-based empirical research projects in which students will compare selected EFL and ESL varietes to examine similarities and difference between the two types of varieties.

> Obligatory reading <

Sridhar, K.K. & Sridhar, S.N. 1986. “Bridging the paradigm gap: Second language acquisition
theory and indigenized varieties of English”, World Englishes 5(1), 3–14.
[available as a PDF version in the folder "Dateien > readings"]

> Other suggested reading <

Deshors, S.C. ed., (2018), Modelling World Englishes in the 21st century: Assessing the interplay of emancipation and globalization of ESL varieties. Amsterdam: Benjamins.

Deshors, S.C., S. Götz, S. & S. Laporte, eds. (2016). Linguistic Innovations. Rethinking linguistic creativity in non-native Englishes. Special issue of the International Journal of Learner Corpus Research 2:2.

Gilquin, G. (2015). At the interface of contact linguistics and second language acquisition research. New Englishes and Learner Englishes compared. English World-Wide 36(1), 90-123.

Low, E.L. & A. Pakir, eds. (2017), World Englishes: Rethinking Paradigms. London: Routledge.

Mukherjee, J. & M. Hundt, eds. (2011). Exploring Second-Language Varieties of English and Learner Englishes: Bridging a Paradigm Gap. Amsterdam: Benjamins.

Galloway, N. (2017). Global Englishes and Change in English Language Teaching: Attitudes and Impact. New York: Routledge.

Jenkins, J. (2015). Global Englishes: A resource book for students. London: Routledge.

Schneider, E.W. 2012. “Exploring the interface between World Englishes and Second Language
Acquisition – and implications for English as a Lingua Franca”, Journal of English as a
Lingua Franca 1(1), 57–91.

Seoane, E. & C. Suárez-Gómez, eds. (2016). World Englishes: New theoretical and methodological considerations. Amsterdam: Benjamins.


> Assessment (depending on number of CPs required and regulations of study program) <

• regular, active paticipation
• project presentation
• research proposal for term paper
• term paper based on project

In this course a detailed overview of the growing field of multimodality will be given, examining how different expressive resources (text, pictures, diagrams, layout, movement, sound, ...) combine productively for effective communication, and how problems and failures of communication can be analysed. The course will be example driven, looking at particular kinds of multimodal communication in order to introduce some of the basic theoretical and practical methods developed for state of the art multimodality research.

Current research in the field of English corpus linguistics challenges the traditional division between foreign language / learner varieties of English (English as a Foreign Language, EFL) and institutionalized second-language varieties of English (English as a Second Language, ESL), the so-called “paradigm-gap”. Despite the manifold differences between EFL and ESL, and although the two types of varieties have traditionally been examined in different research paradigms (EFL in Second Language Acquisition research, ESL in research on World Englishes), there are a number of similarities that warrant a comparative perspective. Both are ‘non-native’ varieties, are acquired in institutionalised settings as foreign or second languages in language contact situations, and, most importantly for the present context, have been assumed to be subject to similar cognitive processes of language acquisition and production. In this seminar we will review the current research literature in the field and then design corpus-based empirical research projects in which students will compare selected EFL and ESL varietes to examine similarities and difference between the two types of varieties.

> Obligatory reading <

Sridhar, K.K. & Sridhar, S.N. 1986. “Bridging the paradigm gap: Second language acquisition
theory and indigenized varieties of English”, World Englishes 5(1), 3–14.
[available as a PDF version in the folder "Dateien > readings"]

> Other suggested reading <

Deshors, S.C. ed., (2018), Modelling World Englishes in the 21st century: Assessing the interplay of emancipation and globalization of ESL varieties. Amsterdam: Benjamins.

Deshors, S.C., S. Götz, S. & S. Laporte, eds. (2016). Linguistic Innovations. Rethinking linguistic creativity in non-native Englishes. Special issue of the International Journal of Learner Corpus Research 2:2.

Gilquin, G. (2015). At the interface of contact linguistics and second language acquisition research. New Englishes and Learner Englishes compared. English World-Wide 36(1), 90-123.

Low, E.L. & A. Pakir, eds. (2017), World Englishes: Rethinking Paradigms. London: Routledge.

Mukherjee, J. & M. Hundt, eds. (2011). Exploring Second-Language Varieties of English and Learner Englishes: Bridging a Paradigm Gap. Amsterdam: Benjamins.

Galloway, N. (2017). Global Englishes and Change in English Language Teaching: Attitudes and Impact. New York: Routledge.

Jenkins, J. (2015). Global Englishes: A resource book for students. London: Routledge.

Schneider, E.W. 2012. “Exploring the interface between World Englishes and Second Language
Acquisition – and implications for English as a Lingua Franca”, Journal of English as a
Lingua Franca 1(1), 57–91.

Seoane, E. & C. Suárez-Gómez, eds. (2016). World Englishes: New theoretical and methodological considerations. Amsterdam: Benjamins.


> Assessment (depending on number of CPs required and regulations of study program) <

• regular, active paticipation
• project presentation
• research proposal for term paper
• term paper based on project

In this course a detailed overview of the growing field of multimodality will be given, examining how different expressive resources (text, pictures, diagrams, layout, movement, sound, ...) combine productively for effective communication, and how problems and failures of communication can be analysed. The course will be example driven, looking at particular kinds of multimodal communication in order to introduce some of the basic theoretical and practical methods developed for state of the art multimodality research.

Current research in the field of English corpus linguistics challenges the traditional division between foreign language / learner varieties of English (English as a Foreign Language, EFL) and institutionalized second-language varieties of English (English as a Second Language, ESL), the so-called “paradigm-gap”. Despite the manifold differences between EFL and ESL, and although the two types of varieties have traditionally been examined in different research paradigms (EFL in Second Language Acquisition research, ESL in research on World Englishes), there are a number of similarities that warrant a comparative perspective. Both are ‘non-native’ varieties, are acquired in institutionalised settings as foreign or second languages in language contact situations, and, most importantly for the present context, have been assumed to be subject to similar cognitive processes of language acquisition and production. In this seminar we will review the current research literature in the field and then design corpus-based empirical research projects in which students will compare selected EFL and ESL varietes to examine similarities and difference between the two types of varieties.

> Obligatory reading <

Sridhar, K.K. & Sridhar, S.N. 1986. “Bridging the paradigm gap: Second language acquisition
theory and indigenized varieties of English”, World Englishes 5(1), 3–14.
[available as a PDF version in the folder "Dateien > readings"]

> Other suggested reading <

Deshors, S.C. ed., (2018), Modelling World Englishes in the 21st century: Assessing the interplay of emancipation and globalization of ESL varieties. Amsterdam: Benjamins.

Deshors, S.C., S. Götz, S. & S. Laporte, eds. (2016). Linguistic Innovations. Rethinking linguistic creativity in non-native Englishes. Special issue of the International Journal of Learner Corpus Research 2:2.

Gilquin, G. (2015). At the interface of contact linguistics and second language acquisition research. New Englishes and Learner Englishes compared. English World-Wide 36(1), 90-123.

Low, E.L. & A. Pakir, eds. (2017), World Englishes: Rethinking Paradigms. London: Routledge.

Mukherjee, J. & M. Hundt, eds. (2011). Exploring Second-Language Varieties of English and Learner Englishes: Bridging a Paradigm Gap. Amsterdam: Benjamins.

Galloway, N. (2017). Global Englishes and Change in English Language Teaching: Attitudes and Impact. New York: Routledge.

Jenkins, J. (2015). Global Englishes: A resource book for students. London: Routledge.

Schneider, E.W. 2012. “Exploring the interface between World Englishes and Second Language
Acquisition – and implications for English as a Lingua Franca”, Journal of English as a
Lingua Franca 1(1), 57–91.

Seoane, E. & C. Suárez-Gómez, eds. (2016). World Englishes: New theoretical and methodological considerations. Amsterdam: Benjamins.


> Assessment (depending on number of CPs required and regulations of study program) <

• regular, active paticipation
• project presentation
• research proposal for term paper
• term paper based on project