Dr. Anna Trebits

Research interests

Bilingualism, multilingualism, bilingual/imersion education, individual differences in L2 learning, socioeconomic status and multilingualism, pragmatics, study-abroad, corpus linguistics, academic writing, ESL materials writing and development, anxiety and personality types in EFL, self-assessment of future EFL teachers, assessment in EFL, age of L2 acquisition and ultimate attainment, cognitive processes in L2 learning.

BA and MA Thesis Supervision

I am interested in receiving BA and MA theses that match my research interests (see list above).

In addition, I will need the following information about the planned thesis:

  • Working title
  • Planned hand-in date
  • Main focus of the thesis (i.e., main research goals, research question(s), or thesis statement)
  • Planned thesis structure (i.e., contents)
  • References


2016 – ongoing

 ·       Habilitation/Book Project: Environmental factors in cognitive and linguistic development: Socioeconomic status and multilingualism

·        Developing academic reading and writing skills

 2012 – 2016

 ·       Pragmatic development during study-abroad – The role of individual differences in motivation and anxiety

 ·       Designing innovative web-based EFL and EAP courses

 ·       Early bilingual experience and pragmatic learning in various EFL contexts

 2008 – 2012

 ·       PhD Research Project - Task complexity and second language narrative production: Effects of individual differences in working memory, foreign language aptitude and anxiety

 ·       Corpus linguistic study of English language EU documents: lexical and grammatical features of EU English

Selected publications

Papers under review and in preparation

Trebits, A. (in preparation). Socioeconomic status and second/foreign language learning: A systematic review.

Trebits, A. (in preparation). State of the art: How the brain adapts to environmental experiences: Socioeconomic status and bilingualism shape cognitive and linguistic development

Trebits, A. (in preparation). Leveling the playing field: Can bilingualism mitigate the effects of childhood poverty?

Trebits, A., Adler, M., & Kersten, K. (in preparation). Cognitive factors and socioeconomic status in SLA.

Trebits, A. & Kersten, K. (in preparation). Bilingualism trumps socioeconomic status: L1 and L2 development in primary school learners of English as a foreign language.


Peer-reviewed journal articles & book chapters

Trebits, A. (2019). Degree of bilingualism and intensity of target language contact predict pragmatic gains in an EFL context. International Journal of Multilingualismwww.tandfonline.com/doi/full/10.1080/14790718.2019.1678626

Trebits, A. (2016). Sources of individual differences in L2 narrative production: The contribution of input, processing and output anxiety. Applied Linguistics, 37 (2), 155-174.

Kormos, J. & Trebits, A. (2012). The role of task complexity, modality and aptitude in narrative task performance. Language Learning, 62, (2), 439-472.

Kormos, J. & Trebits, A. (2011). Working memory capacity and narrative task performance. In: P. Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis Of Language Learning and Performance. London: John Benjamins.

Trebits, A. (2009). The most frequent phrasal verbs in English language EU documents – A corpus-based study and its implications. System, 37, (3).

Trebits, A. (2009). Conjunctive cohesion in English language EU documents- A corpus-based analysis. English for Specific Purposes, 28, (3).

Trebits, A. (2008). English lexis in the documents of the European Union: A corpus-based exploratory study. Working Papers in Language Pedagogy, Eotvos Lorand University, 2, 38-54.



Trebits, A. & Fischer, M. (2010). EU English: Using English in EU Contexts. With English EU Terminology B2. Updated international edition. Budapest: Klett Verlag.

Trebits, A. & Fischer, M. (2009). EU English: Using English in EU Contexts. With English-Hungarian EU Terminology B2. Budapest: Klett Verlag.


Conference presentations & organization

(With K. Kersten).  Bilingualism trumps socioeconomic status: L1 and L2 development in primary school learners of English as a foreign language. - August 31, 2019 / EUROSLA Conference, University of Lund

(With M. Adler and K. Kersten). Cognitive abilities, L2 rceptive skills and socioeconomic status in SLA - September 6, 2018 / EUROSLA Conference, University of Munster

(With M. Adler and K. Kersten). Cognitive factors and socioeconomic status in SLA - May 12, 2017 / University of Hildesheim

Breaking the wall of low socioeconomic status in childhood - Falling Walls Lab, Berlin, November 9, 2016

Language. Learning. Technology – Conference organization at the Leuphana University Lueneburg, November, 2015

Pragmatic awareness in EFL, early bilingual experience and tandem learning – an exploratory study. Pragmatics on the Go! Conference. Padova, Italy: June 17-20, 2013.

Task-related differences across modes of performance.  3rd TBLT Conference, Lancaster, UK: September 13-16, 2009 (with J. Kormos).

Designing corpus-based materials for teaching English for EU Purposes. IATEFL Conference. Balatonfured, Hungary: October 4-6, 2008