Doris is Lecturer in Communication and German. Her career in higher education so far has taken her to three continents and five countries. Having started her studies at the University of Bamberg, Germany (German Linguistics, Literature and History), she gained an MA in Germanic and Literatures from the University of Kansas, USA. Doris completed her PhD in Applied Linguistics at the University of Southampton.
Before joining the University of Surrey in 2008 as Lecturer in Communication and German, she worked as German language tutor and lecturer at the University of Kansas, the University of Science and Technology Shanghai and the University of Southampton, and as Lecturer in Modern Languages at the University of Plymouth. Between 2007 and 2012, she has been guest lecturer at the University of Luxembourg.
Areas of specialism
Internationalisation at home;
English as a medium of instruction;
English as a lingua franca
University roles and responsibilities
- PGR Director, Translation & Interpreting Studies, Linguistics, Literary & Cultural Studies
Affiliations and memberships
- Internationalisation at home
- Interaction in linguistically and culturally diverse university classrooms; classroom interaction in HE more generally
- Intercultural communication, in particular interlanguage and intercultural pragmatics
- English as a lingua franca (in the context of higher education)
- English as a medium of instruction
- Teaching and learning languages in Higher Education
I am teaching at both undergraduate and postgraduate level. My modules include the following areas.
- LIN 3002: Theories of Professional Communication
- CMCM055: Teaching Intercultural Communication
- ELAM011: Research Methodologies
- CMCM015: Research Methods: Answering Questions with Evidence
- LAS1004: Interdisciplinary Research
Postgraduate research supervision
I am currently supervising research students in the following areas
- Distributed leadership in entrepreneurial team talk
- Politeness in service encounters in Sri Lanka
- Using stylistics in creative writing workshops
I welcome research proposals focusing on classroom interaction, in particular in the context of internationalisation at home, interlanguage and intercultural pragmatics, English as a lingua franca in the context of higher education, and English as a medium of instruction.
this definition which includes the teaching and learning process and thus the
classroom interaction perspective, is of particular relevance, together with
related notions of face and frames. Face as the social identities and qualities speakers want
to have upheld is seen to be associated frames, i.e. the way speakers frame and interpret an
Comparing three examples from a cross-sectional data set of discussions on issues
associated with university life, the paper shows that, in each of these cases, speakers
applied different frames to the task, resulting in different patterns of turn-taking and
modalisation. These differences can be explained with the varying degrees of exposure to
the target language in classroom and out-of-classroom situations as well as the educational
environment in which the data were collected.
The paper ends with a number of proposals for research in the field of interlanguage
pragmatics, suggesting that politeness and speech act perspectives are insufficient to grasp
learners? real pragmatic intent. Instead, the question of how tasks and situations are
interpreted by learners need to be at the forefront of inquiry, with methods for data
collection and analysis appropriate to that agenda following suit.
Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics 13 pp. 51-51
Drawing on data elicited through elicitation tasks (argumentative conversations) by learners of German at three levels of proficiency, as well as retrospective interviews with these learners, the paper shows that linguistic limitations and limitations in processing control mean that learners at lower levels or proficiency are more likely to use their limited resources in the service of constructing a ?good L2 speaker? identity rather than an identity associated with the argumentative task.
The paper thus argues that labelling learners? performance as deficient is not helpful. Rather, their attention is simply diverted to aspects of ?face? that are salient and important to them.
themselves online, to write about their daily lives or even to establish themselves as an
authority on a particular subject. Due to the opportunities for self-reflection and interactive
learning offered by blogs, they have also become one of the emerging tools in language
pedagogy and higher education. At the same time, peer feedback is a technique that is
increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential
to develop students? understanding of standards, to initiate peer feedback, and to engage the
student in the process of learning and assessment.
This paper is concerned with the question to what extent blogs can facilitate peer feedback
and what issues need to be addressed for them to be a valuable tool in this process. After
reviewing the recent literature on peer feedback and the specific issues emerging from
providing feedback through computer mediated communication (CMC) technologies, the
2 paper presents the results from a pedagogic research project in an advanced German language
class in which blogs were used for this purpose. Drawing on students? blogs as well as the
responses given by students in questionnaires and focus groups and responses by experienced
tutors in interviews, the paper argues that blogs are potentially valuable tools for peer
feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.
This is exemplified through examples from L2 learners of German at three different levels of proficiency taking part in an argumentation task and retrospective interviews with thee learners.
The analysis shows that, the lower learners? level of proficiency is, the more likely it is that the organisation of the discourse and the use of epistemic verbs such as ?ich denke? (I think) are oriented towards the maintenance of a ?good L2 speaker? face. Learners in essence play the role of a language learner rather than the role imposed on them by the argumentative task, and ?politeness? towards the interlocutor is not at the forefront of their mind.
As a consequence, the paper suggests that interlanguage pragmatics needs to integrate perspectives which see face management as more than the mere enactment of politeness.
The present study seeks to investigate how second language (L2) pragmatic competence can be comprehensively developed in the ordinary EFL classroom, using an explicit teaching method which fundamentally integrates assessment into the instructional process. To conduct this investigation, a novel method was designed and implemented with the participation of advanced Serbian EFL learners. Data sources, including role-play and video-based assessments, interviews, discussions and observations, were then obtained for the purposes of cross-sectional and longitudinal analysis to address three research questions. The first two questions explore how the components of pragmatic competence develop as a result of the instructional method and the role of pragmatic awareness in this. The third question investigates the practicality (validity and feasibility) of incorporating such a method in the classroom context.
Findings suggest that the assessment-integrated instructional method constitutes a practical and effective means of comprehensively developing L2 pragmatic competence in the ordinary EFL classroom, as evidenced by the demonstrable development of participants? conscious knowledge and ability to apply contextually appropriate Head act and External modification strategies. L2 pragmatic awareness appears to be key to the process of developing particular pragmatic sub-competences. Findings also serve to indicate further implications for pragmatics-related instructional methods, such as the phenomenon of ?pragmatic fossilisation?.
Developing global graduates or global citizens is a goal often expressed in university mission statements. This study draws on Amadasi & Holliday?s (2017) distinction of block narratives and thread narratives of culture and applies these to interviews with first year students. It shows that some ability to draw on thread narratives and therefore non-essentialist views of culture is in evidence from the start of students? university careers. Universities need to implement policy and practice to foster the emergence of these abilities and thus enable students to acquire the attributes of a ?global graduate?. This will also ensure that ?internationalisation at home? is not a value-free concept.
In ihren Leitbildern setzen sich viele Universtitäten das Ziel, sogenannte ?global graduates? oder ?global citizens? auszubilden. Die vorliegende Studie untersucht Interviews mit Studienanfängern auf der Basis von Amadasi & Holliday?s (2017) Unterscheidung von Sperr- und Strangnarrativen. Sie stellt fest, dass die Fähigkeit, Strangnarrative zu verwenden, schon zu Beginn der Universitätskarriere dieser Studenten erkennbar ist. Universitäten sollten durch Leitlinien und praktische Maßnahmen die Herausbildung dieser Fertigkeiten fördern, um es Studenten zu ermöglichen, die Eigenschaften eines ?global graduates? auszuprägen. So kann sichergestellt werden, dass ?internationalisation at home? kein wertfreies Konzept bleibt.