The goal of the project is to study the influence of teaching materials found in a compulsory school textbook on the learning of two grammatical phenomena. Following an analysis of the way in which these two phenomena are presented in the textbook, an improved variant will be constructed using criteria associated with input quality.

The aim of the DiCoi project is on the one hand to produce teaching material from recordings of authentic conversations (spoken language corpora) and on the other hand to describe the longitudinal development of interaction skills (over 2 years) from recordings of free interactions. Spoken language corpora can be used as a resource for foreign language teaching with the aim of providing exposure to the authentically produced but contextualised target language.

The purpose of this project is to study the ‟comprehension‟ aspect of oral interaction competence. More specifically, this involves studying the linguistic and cultural characteristics of comprehension in oral interactions as well as testing teaching sequences that target comprehension in oral interactions for an audience of advanced learners of French as a foreign language.

The project deals with the linguistic diversity of German as a foreign language from a theoretical as well as practical point of view. The empirical study sheds light on the question of how GFL-beginners (CEFR level A2) deal with standard varieties of German in listening comprehension, and searches to identify potential correlating factors. The results are expected to provide theoretical and practical implications for German as a foreign language.

This project aims to investigate how listeners grow accustomed to non-native varieties of their native language. While most extant research on adaptation to regional and non-native varieties focuses on pronunciation, our focus is on listeners’ adaptation to non-native morphosyntax. Specifically, we will investigate if and how listeners pick up on the fact that a morphosyntactic cue for interpreting sentences as Subject-Verb-Object or Object-Verb-Subject (viz., German case-marking) is...

The aim of the current project it to evaluate the learning impact of an age-appropriate, feasible exchange setting (two short, direct interactions embedded in contact via e-mail and video) at the primary level in Eastern and Western Switzerland. The focus is placed on the motivation to learn a foreign language as well as on changes in the productive language skills of the school children.