Angewandte Sprachwissenschaft mit Fokus auf diskursanalytischen Ansätzen

420010 SE 2024S

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Ziele, Inhalte und Methode der Lehrveranstaltung

Diese LV wird sowohl auf Deutsch wie auch auf Englisch abgehalten.

This course pursues two aims: firstly, to establish a forum for doctoral students in Applied Linguistics across the university and, secondly, to delve into discourse-based approaches to investigating “real-world problems in which language is a central issue” (Brumfit 1995, 27). More precisely, we will discuss ways of investigating language use in various institutional contexts, such as education or business. Based on the projects undertaken in this class, we will address a range of discourse analytic methods (see, e.g., Handford and Gee 2023 for an overview) In addition to considering the specifics of real life and digital scenarios, we will also focus on multimodality, which acknowledges that themeaning making process involves the selection and use of a range of semiotic modes (Jewit et al., 2016).
We invite young researchers at all levels of their applied linguistic PhD thesis to engage in our exchange on, and joint learning of how to research classroom, digital and multimodal discourse(s). In addition, , this course will give space for discussing other relevant aspects of the research process – suggestions from participants are welcome. Last, but far from least, all students will present their research projects during a course-internal symposium on June 7 and 8.

Brumfit, C. J. (1995) ‘Teacher professionalism and research’ in Cook, G. and Seidlhofer, B. (eds) Principle and practice in applied Linguistics, Oxford, Oxford University Press
Handford, M. & Gee, J.P. (Eds) (2023). The Routledge handbook of discourse analysis. Routledge.
Jewitt, C., Bezemer, J. & O’Halloran, K. (2016). Introducing multimodality. Routledge.


Art der Leistungskontrolle und erlaubte Hilfsmittel

This class will be based on continuous assessment. Tasks with more points will include:
A) Presentation of current state of (own) doctoral research (40P)
B) Written text on one key concept of the PhD + Peer Review (20P)
C) Organisation and managing one topic-related discussion (20P)
D) Active participation in class, incl. timely completion of short online and reading tasks (20P)



Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education Routledge. (usu. new edition every other year)
Dörney, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
Flick, U. (2018). An Introduction to Qualitative Research. Sage. (new edition soon)
Handford, M. & Gee, J.P. (Eds) (2023). The Routledge handbook of discourse analysis. Routledge.
Jewitt, C., Bezemer, J. & O’Halloran, K. (2016). Introducing Multimodality. Routledge.
Lim, F. V. 2021. Designing Learning with Embodied Teaching: Perspectives from Multimodality. Routledge.
McKinley, J., & Rose, H. (Eds.). (2019). The Routledge Handbook of Research Methods in Applied Linguistics (1st ed.). Routledge. https://doi-org.uaccess.univie.ac.at/10.4324/9780367824471
Paltridge, B., & Phakiti, A. (2015). Research Methods in Applied Linguistics. Bloomsbury.
Sposky, B.; Hult, F.M. 2018 Handbook of Educational Linguistics. Routledge



There are no set texts or exam. Assessment modes are outlined above.


Mindestanforderungen und Beurteilungsmaßstab

Attendance is obligatory (2 absences are permitted). Assessed tasks need to be submitted on time.
In order to pass, a minimum of 60P needs to be achieved
The other grades are allocated according to points achieved, see below:
61-70: Pass (Genügend)
71-80P: Satisfactory (Befriedigend)
81-90P: Good (Gut)
91-100P: Very good (Sehr gut)