Dr. Anna Trebits
Kontakt:Telefon: +49 5121 883-30526
Raum: LN 117 - Neubau Bühler-Campus
Sprechzeit: By appointment
Homepage: https://www.uni-hildesheim.de/fb3/institute/institut-fuer-englische-sprache-und-literatur/team/dr-anna-trebits/ Homepage
Project list of ongoing studies now inviting BA and MA thesis applications
1) Language background and socioeconomic status in L2 learning and cognitive development. Link to more details on data collection via the SMILE Project: www.uni-hildesheim.de/smile/
2) Confidence, presence, self-regulation and expertise in EFL teacher trainees.
3) Multilingualism and heritage language use in young adults.
4) Individual differences in L2 learning: The role of age, personality types (e.g., introversion/extroversion), anxiety, language background (i.e., bilingualism, multilingualism) and working memory.
5) Individual differences in learning academic English: The role of age, personality types (e.g., introversion/extroversion), anxiety, language background (i.e., bilingualism, multilingualism) and working memory.
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)
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.
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
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 Multilingualism. www.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