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Information on doctoral studies at the Department of GFL Studies
Prospective doctoral candidates with a Master's or comparable degree in German as a foreign or second language can be admitted directly to the doctoral program; applicants with university degrees in related subjects may be admitted with conditions. Although they can also be admitted directly to the doctoral program after a thorough examination of their qualifications, they must fulfill the conditions imposed on them, e.g. participation in GFL-relevant courses with or without proof of performance, before submitting their dissertation.
Doctoral studies do not require compulsory participation in courses, which is why continuous attendance in Kassel is not required. Active participation in the doctoral colloquium of the teaching and research area DaFZ is expected, participation in the doctoral college of the department 02 GeKKo is recommended. However, regular contact with the supervisor of the doctoral thesis is essential. The teaching and research area DaFZ currently has available for this purpose:
Prof. Dr. Karin Aguado Padilla (Fachgebietsleitung »Deutsch als Fremd- und Zweitsprache« / Geschäftsführende Direktorin DaFZ)
- Telephone
- +49 561 804-3309
- karin.aguado[at]uni-kassel[dot]de
- Website
- http://karin.aguado.de/
Prof. Dr. Sandra Drumm (Fachgebietsleitung »Deutsch als Zweitsprache«)
A doctoral project begins with the development of a doctoral idea and the establishment of contact with a supervisor, with whom this idea is further developed and specified until a doctoral topic is found (see "Completed doctoral projects" below). The exact formulation of this topic may change in the course of the doctoral procedure, but the core of the topic for which admission has been granted must remain the same. To apply, the required documents (see "I want to do a doctorate. Suggestions", p. 9) and an initial synopsis are sent to the supervisor, who provides their confirmation of supervision and forwards the application to the doctoral office of the University of Kassel. It may take several months to process the application.
Current and completed doctorates
All current doctoral projects are listed in alphabetical order of the doctoral candidates' surnames.
Dissertations (in preparation)
Fleischhauer, Karen: Co-teaching in higher education: CLIL in Mathematics
Hummel, Maria: Reconstruction of explanatory discursive practices in the extracurricular learning program 'Kinder-Uni' for primary school students with German as a second language
Lee, Ruri: "How to deal with intertextuality?" A qualitative study of the challenges and strategies of Korean students in academic writing in German as a foreign language
Reez, Carina: Social biography as an influencing factor on the successful acquisition of pronunciation of German as a second language among female first-year students with a history of refugee migration
Schiffel, Holger: Language in the context of sport and exercise. An empirical study in the context of intercultural trainer training in popular sports in Hesse
Seitz, Mirian: Exploring cultural patterns of interpretation through the reconstruction of intercultural experiences of difference in everyday university life
Stolzenberg, Sabina: Social acceptance of foreign language accents and phonetic deviations in the German language. An empirical study to identify features in the pronunciation of non-native speakers of German with the first languages Arabic and Persian (Dari) that are perceived as disruptive
The teaching and research area DaFZ of the University of Kassel congratulates all former doctoral candidates on the successful completion of their dissertations. The list is in chronological order of completion:
Niewalda, Katrin (2024): Professionalization based on the training, further education and continuing education programme Deutsch Lehren Lernen (DLL). An empirical study with (prospective) teachers from the East Asia region
Davarpanah, Schimena (2024): The influence of multicultural/multilingual teaching and learning environments on the development of GFL learners' intercultural competence. A case study at the German Embassy School in Tehran
Kram, Melanie (2023): Perlocutive interpretations of modal particle-containing and modal particle-free utterances in the context of German as L1 and as L2 using the example of doch and ja.
Silberstein, Dagmar (2021): Modal particles as a learning object. Development of particle profiles for the teaching of aber, denn, doch, eigentlich, etwa, ja und mal in GFL lessons
Fohr, Tanja (2019): Integrated language education in the subject of art using the example of secondary level I, grade 5, in the target language German
Saberi, Roshanak (2017): Intercultural communication at German universities using the example of office hours conversations. Creation of a discourse-analytically based offer to improve the communication skills of international students
Missing, Cezara (2016): Coherence and complexity. An empirical study on the reception of connectors by non-native speakers of German at DSH level
Theodorou, Nelly (2016): Working memory, executive functions and listening comprehension in a foreign language - working memory training to promote L2 listening comprehension skills
Heine, Simone (2016): The influence of age on foreign and second language learning success. Differences in language competence and their explanation by age of acquisition and individual variables
Völz, Irina (2015): Lexical text structure in scientific writing in German as a foreign language. An empirical study on the acquisition and use of text-organizing expressions by international GFL students
Chaiwan, Patcharin (2015): Promoting Thai German learners' critical thinking through critical reading training in German class: developing and testing a reading concept based on the MURDER scheme
Davydova, Yulia (2015): DaZ courses in closed prisons. A longitudinal study on the effectiveness of selected factors influencing the second language acquisition of Russian-speaking inmates in Kassel Prison I
Morgret, Stefanie (2015): The promotion of phonetic skills through the active use of music in DaF lessons. An empirical study using the example of Arabic students at basic level (language level A2)
Sharghi-Liebeck, Sanaz (2015): German to English for native speakers of Persian. An empirical study on interlingual transfer using the example of collocations
Wettemann, Ulrich (2014): Formulaic sequences and foreign language teaching. A longitudinal study on the systematic teaching of formulaic sequences in GFL lessons with Mexican GFL learners using awareness-raising methods
Bassock, Jacques (2010): Multilingualism and German language teaching. Contribution to the development of a concept of multilingualism and educational reform for Cameroon
Kaewwipat, Noraseth (2007): Contrastive reading grammar German - Thai for teaching German as a foreign language in Thailand - investigations using the example of nominal style
Warneke, Dagmara (2006): Action research and practical relevance in GFL teacher training
Demmig, Silvia (2004): The professional action knowledge of GFL teachers in adult education using the example of internal differentiation - A qualitative study
El Nady, Maha (2004): Teaching German in Egypt: The foundation of a didactic concept for the development of listening comprehension
Gagyan, Diana (2002): Teaching German in Armenia. Historical development and current trends
Kusolrod, Prapawadee (1999): On the development of a distance learning program "German as a foreign language" for first-year students at Ramkhamhaeng University Bangkok
Wollert, Mattheus (1998): Same Words - Different Worlds. Intercultural learning in basic vocabulary. Empirically based studies on teaching German as a foreign language at universities in South Korea
Kim, Mi-Seoung (1997): Landeskunde im Deutschunterricht in Südkorea. On the scope of communicative and intercultural concepts
Shaverdashvili, Ekaterina (1995): Zur Grundlegung eines Curriculums für den Deutschunterricht in Georgien
Budde, Monika (1995): Sprachsensibilisierung: eine Übertragung des Language Awareness Konzepts auf den Deutschunterricht multikultureller Klassen der Sekundarstufe. Development and evaluation of a language-sensitizing curriculum
López Barrios, Mario Luis (1994): The curricular foundation of the skill of writing in GFL lessons
Min, Hyang-Ki (1994): Basics of textbook production for students in general secondary schools in Korea
Chan, Wai-Meng (1994): Metacognition and the teaching of GFL to Asian learners: possibilities and limitations
Müller-Peisert, Gabriele (1992): Zum Verstehen fremdkultureller Literatur. A comparison of conventions in dealing with literary texts using the examples of Germany and China
Sanke, Elisabeth (1989): Adressatenspezifische oder universalistische Konzepte der Lehrwerkentwicklung für den fremdsprachlichen Deutschunterricht
Sturm, Dietrich (1988): On the visualization of textbooks for German as a foreign language. Historical and cultural contrastive aspects
Ramadan, Hassan Aly M. (1987): German as a specialized language in Egypt. Justification of a specialized language curriculum (German as a foreign language) at Al-Azhar University/Cairo
Saengaramruang, Wanna (1986): Curricular foundation of a Thai-specific German textbook for higher education