Dr. Christine S. Sing M.A.

• [in preparation]: “Un/packing knowledge in ESP writing: An integrated corpus and qualitative data analysis of technicality in L2 student writing”
• 2008: "And so, today, a new season of American renewal has begun". A Critical Metaphor Analysis of Newness in American Presidential Discourse. University of Regensburg. DOI: 10.5283/epub.52880

• 2014 (with M. Stegu und E. Peters): "Fachsprachenunterricht heute: Bedarf – (Fach-)Wissen – Kontext". Fachsprache / International Journal of Specialized Communication XXXVI/1-2.
• 2004 (with S. Greschonig): Ideologien zwischen Lüge und Wahrheitsanspruch. Wiesbaden: Deutscher Universitätsverlag.

• 2024: “Learner Identities in the ESP Setting of a Business School: Integrating Focus Group Methodology and Interactional Discourse Analysis.” PhiN Philologie im Netz 35, 63-91. https://web.fu-berlin.de/phin/beiheft35/b35t6.pdf
• 2022: “From ‘occluded’ genres to authentic ESP writing tasks: Modelling intertextual cohesion for task-based L2 writing instruction.” Anglistik. International Journal of English Studies 33 (2), 29-59. <https://doi.org/10.33675/ANGL/2022/2/7>
• 2019: "Intertextuality in pedagogic genres: Identifying genre- and task-related factors in source-based business writing". Andrea Abel, Aivars Glaznieks, Verena Lyding & Lionel Nicolas (eds.): Widening the Scope of Learner Corpus Research. Selected Papers from the Fourth Learner Corpus Research Conference. Louvain-la-Neuve: Presses universitaires de Louvain. [Corpora and Language in Use], 357-397.
• 2017a: Zum Erwerb wissenschaftlicher Textkompetenz in der Wirtschaftssprache Englisch. In Christiane Dalton-Puffer/Klaus-Börge Boeckmann/Barbara Hinger (Hg.) ÖGSD Tagungsberichte Vol. 2.1.: Symposium Sprachlehr/lernforschung in Österreich. 10 Jahre ÖGSD. Graz: ÖGSD, 25-31.
• 2017b: "Same same, but different?" Gender-based variation in business student writing". In Peter Handler/Klaus Kaindl/Holger Wochele (Hg.) Ceci n'est pas une festschrift. Texte zur Angewandten und Romanistischen Sprachwissenschaft für Martin Stegu. Berlin: Logos, 95-111.
• 2017c: "English as a lingua franca in international business contexts business contexts: Pedagogical implications for the teaching of English for Specific Business Purposes". In Franz Rainer/Gerlinde Mautner (eds) Business Communication: Linguistic Approaches. Berlin/New York: De Gruyter, 319-356.
• 2016: "Writing for specific purposes: Developing business students’ ability to ‘technicalize’". In Susanne Göpferich/Imke Neumann (eds.) Developing and Assessing Academic Writing Skills (Forum Angewandte Linguistik). Frankfurt: Lang, 15-45.
• 2015: "'My own summary is definitely less scientific but more easy to grasp': ESP writing and disciplinary identity". Fremdsprachen Lehren und Lernen (FLuL) 44 (1), 82-96. [invited]
• 2014 (with E. Peters und M. Stegu): "Fachsprachenunterricht heute: Bedarf – (Fach-) Wissen – Kontext", Fachsprache/International Journal of Specialized Communication 36/1-2, 2-11.
• 2013: "Shell noun patterns in student writing in English for specific academic purposes (ESAP)". In Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (eds) Twenty Years of Learner Corpus Research: Looking back, Moving ahead. Corpora and Language in Use. Louvain: Presses universitaires de Louvain, 411-422.
• 2011: "The Ideological Construction of European Identities: A Critical Discourse Analysis of the Linguistic Representation of the Old vs. New Europe Debate" In Christopher Hart (ed.) Critical Discourse Studies in Context and Cognition, Amsterdam: Benjamins, 143–170.
• 2010: "Yes, We Can– Framing political events in terms of change: A corpus-based analysis of the 'change' frame in American Presidential discourse", Belgian Journal of Linguistics 24, 147-175.
• 2007a: "The Linguistics of Lying" In Jochen Mecke (ed.) Cultures of Lying. Theories and Practice of Lying in Society, Literature, and Film. Berlin: Galda & Wilch, 115-126.
• 2007b: "The Discourse of Didacticization of English in Germany", World Englishes 26 (2), 241-259.
• 2006: "Multilingualism as Empowerment? Is English Disempowering German Learners?" In Albert Weideman / Birgit Smieja (eds.) Empowerment through Language and Education. Frankfurt: Peter Lang, 93-113.
• 2005: "Peter Webbers Das Mädchen mit dem Perlenohrring – Eine Schule des Sehens im Zeichen von Intermedialität" In Jürgen Klein / Gunnar Müller-Waldeck (Hg.) Flandziu (Halbjahresblätter der Internationalen Wolfgang Koeppen Gesellschaft) 2, 2, 19-39.
• 2004a: "What price ecology? A Case Study of Metonymic Profiling in Advertising Discourse" In Barbara Lewandowska-Tomaszczyk / Alina Kwiatkowska (eds.) Imagery in Language. Festschrift in Honour of Professor Ronald W. Langacker, Frankfurt: Peter Lang, 651-663.
• 2004b: "Retracing the European map - An Ideological Outline of the Old vs. New Europe Debate" In Steffen Greschonig / Christine S. Sing (eds.) Ideologien zwischen Lüge und Wahrheitsanspruch. Wiesbaden: Deutscher Universitätsverlag, 217-233.
• 2004c (with K. Kratochwill):"Als Geisterfahrer unterwegs auf dem LOST HIGHWAY. David Lynchs Tunnelblick als Reflektor von Selbstlüge und Identitätssuche" In Kerstin Kratochwill / Almut Steinlein (Hg.) Kino der Lüge. Bielefeld: transcript Verlag, 153-192.

• 2012a: “Nouns and their Patterns in L2 Student Writing – Implications for the Teaching of English for Specific Academic Purposes (ESAP).” Proceedings of the 10th International Conference ‘Teaching and Language Corpora’, Warsaw, Poland (edited by Agnieszka Leńko-Szymańska).
• 2012b: "Corpus-based evidence for the construal of adjectives with multiple meanings: The case of new." Online Proceedings of UK-CLC3 1, http://www.uk-cla.org.uk/proceedings/volume_1.
• 2004d: "Have we learnt our lesson well?" Curriculum ideals and classroom reality in the process of empowerment through Euro-English. Duisburg/Essen: LAUD (625).

2017: Framing the Rhetoric of a Leader: An Analysis of Obama’s Election Campaign Speeches. By Marta Degani. Houndsmill, UK: Palgrave Macmillan, 2015. 315 pp. In: Presidential Studies Quarterly 47 (3), 606-607.

• Global Englishes Language Teaching - A Symposium. Münster, Germany, 31 May 2023 ("“But I think English is not any more connected to the US or the UK”: A Focus Group Analysis of the Language Attitudes and Ideologies of International Business Students.")

• LANGSCAPE Conference: Dynamics of multilingualism in the digital public space. Siegen, Germany, 27.-29.5. (“Deconstructing learner identities in multilingual, digitalized contexts: A discourse analysis of the hybrid academic practices of international business students.”)

• Anglistentag, Jena, Germany [postponed to 2021 because of the COVID-19 pandemic], Sektion “English Linguistics, Learners, and the Classroom.” (“Using corpora for task-based ESP writing instruction: An integrated corpus and computer-aided textual analysis of source-based L2 student writing”).
• AILA - The 19th World Congress of Applied Linguistics, Groningen, Netherlands [postponed to 2021 because of the COVID-19 pandemic], Symposium S122: Putting Multimodality to Use – Corpus-based Applications of Multimodality and their Implications for Theory and Methods. (“Multimodality in written academic genres: An integrated corpus and computer-aided textual analysis of image-text relations in ESP student writing”).

• MAG 2019: Metadiscourse in Digital Communication: What has changed? Bergamo, Italy, 27.-29.6. (“A Multimodal Discourse Analysis of Textual and Visual Metadiscourse in L2 Disciplinary Student Writing. The Missing Link in Analysing Written Academic Genres?”)
• Specialised Discourse and Multimedia: Linguistic features and translation issues, Lecce, Italy, 14.-16.2. (“Image-Text Relations in the ESP Writing of Business Students: A Multimodal Discourse Analysis of Meaning-Making in Written Academic Genres.”)

• 13th Teaching and Learning Corpora Conference (TaLC), Cambridge, UK, 18.-21.7. (“Using corpora for task-based ESP writing instruction: The case of source-based business writing.”)
• 11th International Conference of English as a Lingua Franca (ELF 11), London, UK, 4.-7.7. (“Analysing written academic ELF in the multiliterate setting of a business school: Towards an ELF-informed approach to writing instruction.”)
• 9th Austrian UAS Language Instructors’ Conference, Technikum Wien, Austria, 25.-26.5. (“Writing for a purpose: Developing business students' ability to 'technicalise'.”)

• Language Education across Borders, Graz, Austria, 8.-10.12. (“Crossing boundaries in ESP writing: Corpus-based evidence from academic business English.”)
• Learner Corpus Research, Bolzano/Bozen, Italy, 5.10.-7.10. (“Intertextuality in pedagogic genres: Examining the influence of genre- and task-based factors on source-based business writing.”)
• Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong, 1.-3.6. (“ESP writing: Developing business students’ ability to technicalize.”)
• Symposium 10 Jahre ÖGSD Sprachlehr/lernforschung, Wien, Austria, 19.5. (“Zum Erwerb wissenschaftlicher Textkompetenz in der englischen Wirtschaftssprache: Eine korpusgestützte Analyse intertextueller Verfahren zur Herstellung von Technizität in studentischen Texten aus der Betriebswirtschaftslehre.”)

• 6. Internationaler Kongress des Forums wissenschaftliches Schreiben; Konstanz, Germany 10.-11.6. (“Intertextuelle Verfahren zur Herstellung von Technizität in studentischen Texten aus dem Bereich der Betriebswirtschaftslehre.”)
• 12th Teaching and Learning Corpora Conference (TaLC), Gießen, Germany, 20.-23.7. (“The influence of task-based factors on L2 writing assignments – Corpus-based evidence from ESP learner language.”)
• The fifth international conference of CADAAD, Catania, Italy, 5.-7.9. (“Framing the President as an Effective Crisis Manager: A Corpus-based Analysis of Crisis Rhetoric in American Foreign Policy Discourse.”)

• Learner Corpus Research, Nijmegen, Netherlands, 11.-13.9. (“Pronominal self-reference in business student writing: Is writer visibility a matter of language or discipline?”)

• Kongress der Gesellschaft für Angewandte Linguistik (GAL), ‘Angewandte Linguistik in der Lehre - Angewandte Linguistik lehren’, Marburg, Deutschland, 16.9 - 19.9. (“Writing for a purpose: Developing business students' ability to 'technicalise' in specialised discourse.”)
• The fifth international conference of CADAAD, Budapest, Ungarn, 1.9 – 3.9. (“Academic Discourse Analysis (ADA): The Missing Link in the Study of Academic (Writing) Practices.”)

• 10th Teaching and Learning Corpora Conference (TaLC), Warschau, Poland, 11.-14.7. (“Nouns and their patterns in L2 student writing. Implications for the teaching of English for specific academic purposes (ESAP).”)
• The fourth international conference of CADAAD, Braga, Portugal, 4.-6.7. (“Deconstructing the party-political discourses of change. A corpus-based analysis of American presidential rhetoric.”)

• Learner Corpus Research, Louvain-la-Neuve, Belgium, 15.-17.9. (“From ‘formulaic sequences’ to conceptual shells: a corpus-based account of the use of constructions in EAP student writing.”)
• The Third Conference of the Scandinavian Association for Language and Cognition (SALC III), Copenhagen, Denmark, 14.-16.6. (“Adjectives in Cognitive Grammar – A usage-based Account.”)

• The third international conference of CADAAD, Łódź, Poland, 13.-15.9. (“Deconstructing learner identities in the ESP context – A critical discourse analysis of the language ideologies of international business students.”)
• 43rd Annual Meeting of the British Association for Applied Linguistics (BAAL), Aberdeen, UK, 9.-11.9. (“Global English in the European classroom? The problems and prospects of English language pedagogy in localized educational settings.”)
• The Third International Conference of English as a Lingua Franca, Vienna, Austria, 22.-25.5. (“ELF in the language classroom – The implications of a pluricentric approach to English for designing sustainable pedagogical models in language education.”)
• Who needs languages? Micro and macro perspectives into language education policies, Jyväskylä, Finland, 7.-10.6. (“Contexts, conflicts, and consequences: Critical perspectives on language education policies in an ESP learning environment.”)
• The 3rd UK Cognitive Linguistics Conference, Hertfordshire, UK, 6.-8.7. (“The construal of polysemous adjectives: Corpus-based evidence from sentence schemas and constructions.”)