Dr. Anna Trebits

Project list of ongoing studies now inviting BA and MA thesis applications

  • English as a lingua franca in international organizations & online EFL materials development
  • The Effectiveness of Groupwork Study - Groupwork is used overwhelmingly in language education, yet many students complain about it arguing that it can be unfair and ineffective. The aim of this interdisciplinary study is to find out more about the circumstances that influence the outcome and effeciency of groupwork in EFL/ESL classes.
  • The EFL Enjoyment Study (with Dr. Cirsten Carlson) - Enjoyment in EFL/ESL classes, a questionaire study targeting university students and secondary school students
  • Language background and socioeconomic status in L2 learning and cognitive development.
  • Confidence, presence, self-regulation and expertise in secondary school students and EFL teacher trainees.
  • Multilingualism and heritage language use in children, teenagers and young adults.
  • 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.
  • 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)
  • References

Research interests

Multilingualism, bilingual/imersion education, individual differences in L2 learning, socioeconomic status, cognitive and emotional development, 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.

Academic degrees

MSc in Psychology and Neuroscience of Mental Health, King's College London (2020)

PhD in English Language Pedagogy, Eotvos Lorand University (2012)

MA in English Linguistics and TESOL, Eotvos Lorand University (2001)

MA in French Literature and Linguistics, Eotvos Lorand University (2001)

Projects

2021 - ongoing

  • Multilingualism and multilingual education in South Africa - Identity and multilingualism in society (with Jennifer Alina Dalnodar, MA student)
  • English as a lingua franca in international organizations
  • Enjoyment and anxiety in language learnning in 1st-year university students - MA Thesis Project (with Louisa Schiele, MA student)

2016 – ongoing

  •  Habilitation/Book Project: Environmental factors in cognitive and linguistic development: Socioeconomic status and multilingualism
  • Individual differences in the development of academic reading and writing skills
  • The Effectiveness of Groupwork Study

 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. (under review). Grammar in foreign language classrooms - Why it is necessary and how to do it well.

Trebits, A. (under review). What drives successful communication in an EFL context? How foreign language enjoyment, motivation and anxiety shape pragma-linguistic gains.

Trebits, A. & Fischer, M. (in preparation). English for Specific Professional Purposes in Multicultural EU Institutions – A self-paced massive open online course (MOOC) – Tempus Public Foundation

Trebits, A. & Fischer, M. (in preparation). Brexit for English Language Learners - B1/B2. 

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

Dalnodar, J. A. & Trebits, A. (in preparation). A comparison of multilingual education in South African, European and North American Schools.

 

Peer-reviewed journal articles, book chapters & accredited ESP course materials

Trebits, A., Koch, M., Ponto, K., Bruhn, A-K., Adler, M., & Kersten, K. (2021). Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2021.1943307

Fischer, M. & Trebits, A. (2021). English for specific professional purposes in international organizations – Internediate (B2) Course Materials. Budapest: Tempus Public Foundation

Trebits, A. & Fischer, M.  (2021). English for specific professional purposes in international organizations – Advanced (C1) Course Materials. Budapest: Tempus Public Foundation

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

Fischer, M. & Trebits, A. (2019). English for Higher Education and the European Union. Budapest: Tempus Public Foundation.

Trebits, A. & Fischer, M. (2018). English for Higher Education Experts. Budapest: Tempus Public Foundation.

Fischer, M. & Trebits, A. (2016). English for the European Union – An ESP Course for Business Experts and Civil Servants. Budapest: Tempus Public Foundation.

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.

Fischer, M., Trebits, A., & Balogh, D. (2015). EU English – English for the European Union for the officials of Europedirect in Hungary. Budapest: Tempus Public Foundation.

Trebits, A., & Fischer, M. (2015). EU English – English for the European Union. A Focus on European Policies (For Europedirect, Hungary). Budapest: Tempus Public Foundation.

Trebits, A., Fischer, M., & Balogh, D. (2014). EU English – English for the European Union. A Focus on Cooperation in Foreign, Police and Judicial Affairs in the EU. (For Europedirect, Hungary). Budapest: Tempus Public Foundation.

Fischer, M., Trebits, A., & Balogh, D. (2014). EU English – English for the European Union. A Focus on Funding EU Projects. (For Europedirect, Hungary). Budapest: Tempus Public Foundation.

Trebits, A., Fischer, M., & Balogh, D. (2013). EU English – English for the European Union. A Focus on Financial and Legal Affairs in the EU. (For Europedirect, Hungary). Budapest: Tempus Public Foundation.

Balogh, D., Trebits, A., & Fischer, M. (2013). EU English – English for the European Union. A Focus on Cooperation in the EU – A Brief History. (For Europedirect, Hungary). Budapest: Tempus Public Foundation.

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.

 

Books

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

Trebits, A., Ponto, K., Kersten, K. (2021). Sources of individual differences in L2 development: The role of parenting style, home enrichment and L1 proficiency in young learners. AILA: University of Groningen.

(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