Personenseite

Jun.-Prof. Dr. Karen Glaser

Kurzbiographie
Vorträge und Präsentationen
Forschungs-
projekte und
Publikationen
Grundschuldidaktik Englisch
Juniorprofessorin
Kontakt Universität Leipzig
Erziehungswissenschaftliche Fakultät
Grundschuldidaktik Englisch
Marschnerstr. 31, 04109 Leipzig
Raum 118
Telefon +49 (0) 341 97-31855
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Sprechzeit
Office hours in WS 2017/18:
THU 10:00-11:30
and by appointment

Kurzbiographie


CV



since 10/15



University of Leipzig, Department of Primary and Pre-Primary Education
Junior Professor for TEYL/TEFL in Primary School (Grundschuldidaktik Englisch)


10/14 – 09/15



University of Potsdam, English Department
Visiting Professor (Vetretungsprofessorin) of Present-Day English Language and Linguistics


10/11 – 06/14



Leuphana University Lüneburg, Institute of English Studies
PhD Degree in English Applied Linguistics (Topic: Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence)

 
10/07 – 09/14



Chemnitz University of Technology (TU Chemnitz), English Department
English Language Program Coordinator
English Language Instructor in the BA, MA, and Magister programs
[05/10 – 03/12 & 01/14 – 09/14 maternity leave, two children]


04/06 – 09/07



Dresden University of Technology (TU Dresden), English Department
English Language Instructor in the Magister, Teacher Training and BA and programs


01– 04/06



Kent State University, Ohio/USA, TEFL Certificate Program
Instructor in Linguistics, Pedagogical Grammar, and CALL
Teaching Practicum Mentor


08/04 – 12/05



Kent State University
Master's Degree in Teaching English as a Second Language (TESL)
Graduate Assistant
English as a Second Language (ESL) instructor at KSU's ESL Center


10/98 – 07/04



TU Dresden

Master’s Degree (Magister) in English Linguistics, Applied Linguistics (specialization: Teaching ESP), and Mass Communications



Publications


Glaser, K. (forthcoming). Speech act acquisition in instructed pragmatics: Advanced EFL learners’ patterns of downgrading and upgrading in disagreements. To appear in: P. Salazar Campillo & V. Codina Espurz (Eds.), Investigating the learning of pragmatics across ages and contexts. Leiden: Brill.


Glaser, K. (2017). Metapragmatic perceptions in native language vs. lingua franca settings: Does target language status during study abroad make a difference? Study Abroad Research in Second Language Acquisition and International Education, 2(1), 107-131. Link to article


Glaser, K. (2016).
News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence. Intercultural Pragmatics, 13(4), 529-561. Link to article


Glaser, K. (2016). Teaching Pragmatic Skills in University Language Courses: What Method Works Best? Fremdsprachen und Hochschule, 90, 87-123.


Glaser, K. (2014). Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL. Newcastle: Cambridge Scholars Publishing.
Front Matter & Chapter 1
Review by Li Yang in the Modern Language Journal (2015)
Review by Mir A. Miri in the TESOL Journal (2016)
Review by Ibolya Maricic in TESOL Quarterly (2016)


Glaser, K. (2013). The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL. TESL Canada Journal, 30(7), 150-163. Link to article


Glaser, K. (2009). Acquiring Pragmatic Competence in a Foreign Language – Mastering Dispreferred Speech Acts. Topics in Linguistics, 4, 50-57. Link to article


Kreutel, K. (2007). "I'm not agree with you." ESL Learners' Expressions of Disagreement. TESL-EJ, 11.3, A-1.  Link to article

 

Conference Organization

International Symposium on Classroom Interaction

ARTE Logo

September 13-15, 2017
Herrenhausen Castle, Hanover

organized by
Karen Glaser (University of Leipzig)
Maxi Kupetz (University of Potsdam)
Hie-Jung You (University of Potsdam)

funded by Volkswagen Stiftung

Despite the wide propagation of the communicative approach to language teaching, little is known about the actual interaction that takes place in language classrooms and the joint activities and communicative techniques that support foreign language learning. To close this gap, the ARTE 2017 symposium (September 13-15, 2017) will bring together about 30 researchers from the hitherto largely unlinked domains of Interaction Research and Language Teaching Research to leverage the synergies of these scientific approaches:


While Interaction Research offers the tools for the empirical investigation of communicative encounters, Language Teaching Research addresses classroom phenomena (e.g., teacher instructions, feedback-giving, error correction) and, ultimately, informs language teacher training. Accordingly, by focusing on the analysis of authentic – rather than reported or hypothetical – goings-on in the language classroom, the symposium will contribute to a better understanding of real-life teacher-student interactions and of learning-in-interaction. These insights will help improve language teaching and advance the professionalization of in- and pre-service teacher training. In addition, by focusing on the two novel types of language classrooms CLIL (Content and Language Integrated Learning) and TYLL (Teaching Young Language Learners), the symposium addresses state-of-the art educational policies and research areas that are gaining in importance world-wide. Apart from its interdisciplinary approach, the symposium is quite international, bringing German researchers together with colleagues from the UK, USA, Turkey, Finland, Sweden, Canada, and Switzerland.

 


Academic Teaching Portfolio

·   Introduction to ELT at Primary School
·    Planning for the Primary EFL Classroom
·    Understanding the Primary EFL Classroom
·    EFL Teachign Practicum
·    Computer-Assisted Language Learning and Teaching (CALL/CALT)
·    Intercultural Pragmatics
·    Contrastive Linguistics
·    Politeness in Linguistics
·    Ethnographic Research
·    Academic Writing
·    ESL Grammar
·    TOEFL Preparation
·    Reading
·    Listening and Speaking
·    American Culture
·    Translation English-German and German-English


Memberships


TESOL International Association:
www.tesol.org


DGFF - Deutsche Gesellschaft für Fremdsprachenforschung
(German Association for Foreign and Second Language Research): www.dgff.de


AILA Research Network in Early Language Learning (ELL-ReN): http://www.ell-ren.org


IPrA – International Pragmatics Association: http://ipra.ua.ac.be/


Service to the Field

Reviewer for

Publikationen

Aus den Jahren 2015-2017 (alle anzeigen).
  • Glaser, Karen: Speech act acquisition in instructed pragmatics: Advanced EFL learners’ patterns of downgrading and upgrading in disagreements. To appear in: P. Salazar Campillo & V. Codina Espurz (Eds.), Investigating the learning of pragmatics across ages and contexts. Leiden: Brill.
  • Glaser, Karen: Metapragmatic perceptions in native language vs. lingua franca settings Does target language status during study abroad make a difference? In: Study Abroad Research in Second Language Acquisition and International Education, 2017, 2(1), 107-131.
  • Glaser, Karen: News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence. In: Intercultural Pragmatics, 2016, 13(4), 529-561.
  • Glaser, Karen: Teaching Pragmatic Skills in University Language Courses: What Method Works Best? In: Fremdsprachen und Hochschule, 2016, 90, 87-123.

Vorträge und Präsentationen


09/2017


27
th DGFF Conference, Friedrich Schiller University Jena: The role of reading and writing in primary EFL curricula – an empirical perspective. (with Anne Schrader)


07/2017


1
5th International Pragmatics Association (IPrA) Conference, Belfast, UK, Panel 'Student Mobility and Pragmatic Competence': The pragmatics of lingua franca vs. native language settings through the learner lens: Students' perceptions during study abroad.


03/2017



TU Chemnitz,
Symposium
'Lernen Digital: Fachliche Lernprozess im Elementar- und Primarbereich anregen': Workshop: TING-Materialien im Englischunterricht der Grundschule.


01/2017

University of Leipzig, Conference
'
THE LANGUAGE MAGICIAN at work: Evaluating Foreign Language Competence at Primary Level': A ready-to-use-digital tool - TING audio pens in primary English language teaching.


10/2016

Teaching Aids Center (Lernwerkstatt) at University of Leipzig,
Opening Symposium 'Medien, Materialien, Möglichkeiten': Workshop: Using TING materials in the primary English classroom.



09/2016


Teachers College, Columbia University, New York, USA,
35th Second Language Research Forum
: Understanding the young language learner classroom: Effects of weekly instruction time in an EFL setting.


10/2015



Georgia State University, Atlanta, USA,
34th Second Language Research Forum: Inductive or deductive? The impact of instruction method in the teaching of pragmatic skills.


06/2015



Rheinische Friedrich-Wilhelms-Universität Bonn
, 4th BAEL Conference: Pragmatic Skills in the Advanced EFL Classroom: A look at effectiveness of instructional method and learner perceptions


01/2015



University of Potsdam,
ESIP Conference (English Studies in an International Perspective): Teaching English In Germany: A Focus on Pragmatic Skills


06/2013



Università degli Studi di Padua, Italy
,
Pragmatics on the Go: Teaching and Learning about Pragmatics: Principles, Methods and Practices: Deductive or Inductive? The Impact of Teaching Method on the Acquisition of Pragmatic Competence


10/2012



Friedrich-Schiller-Universität Jena,
DGFF Young Researchers Conference 2012:
Dispreferred Speech Acts in Interlanguage English.


03/2009



Constantine the Philosopher University, Nitra, Slovakia
, 3rd Conference on Discourse Studies: The Interface between Pragmatics and other Linguistic Disciplines: Acquiring Pragmatic Competence in a Foreign Language –The Case of Disagreement


05/2008



TU Chemnitz,
REAL Centre Linguistics Workshop: Dispreferred Speech Acts and Politeness in Interlanguage Pragmatics


06/2007



TU Dresden
, Conference ‘Perspektiven und Karrierechancen’: Computer-Based Language Instruction: Computer-Assisted Language Learning (CALL) and Computer-Assisted Language Teaching (CALT)


Zuletzt aktualisiert: Samstag, 07. Oktober 2017 10:39