Previous theses

The Languages Department offers students in the teacher training programme the opportunity to write their diploma and master's theses in the field of foreign language didactics. The following theses have been supervised since 2001:

Diploma and Master's theses

  • Drescher, Sarah (2022): How Engagement Changed During Online Speaking Tasks Due To Covid-19. A Mixed Methods Study on Engagement During the Pandemic, supervised by Eva M. Hirzinger-Unterrainer, linguistic assessment by Reinhard Heuberger.
  • Albanese, Samantha (2021): Teaching English as a Foreign language (EFL) in South Tyrol's German High Schools During the Covid-19 Pandemic, supervised by Eva M. Hirzinger-Unterrainer in cooperation with Gerhard Pisek.
  • Antolović, Matej (2021): 'This is Driving me Carzy!': Assessing Emotion Words n English Textbooks, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Knapp, Christina (2021): Self-Determination Theory and Motivational Factors in LX Learning: A Study on Foreign Language-Related Differences at Tyrolean Secondary Schools, supervised by Marylin Egger in cooperation with Eva M. Hirzinger-Unterrainer.

  • Paulmichl, Elisa (2021): Implementing Online ELT in Times of Crisis. Learning Moments and Future Perspectives for the Digital English Classroom, supervised by Eva M. Hirzinger-Unterrainer in cooperation with Reinhard Heuberger.

  • Renner, Kathrin (2021): The Linguistics of Effective Communication and Its Application in the English as Foreign Language (EFL) Classroom Verbal as well as Non-Verbal Coping Strategies Applied by English Teachers of North and South Tyrol in Case of Disruptive Student Behaviour, supervised by Eva M. Hirzinger-Unterrainer in cooperation with Gerhard Pisek.
  • Unterhuber, Stefan (2021): Emotion words in the English classroom, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.

Diploma theses

  • Delazer, Vera (2020): Le potenzialità di Internet e delle nuove tecnologie per il Task-based Language Teaching - all'esempio concreto della lingua italiana, supervised by Alessandro Bosco in cooperation with Barbara Hinger.
  • Schmid, Raphaela (2020): Student's Motivation to Learn a Foreign Language, supervised by Barbara Hinger.
  • Ager, Sylvia Maria (2019): The impact of online homework on student attitudes and student motivation, supervised by Barbara Hinger in cooperation with Gerhard Pisek.

  • Leonhartsberger-Schrott, Laura (2019): The Use of Music in the EFL and SFL Classroom: An Analysis and Comparison of Austrian Schoolbooks, supervised by Barbara Hinger in cooperation with Gerhard Pisek.

  • Tengler, Bettina (2019): L'accord - c'est d'accord? L'acquisition du groupe nominal chez les apprenants français langue étrangère en deuxième année d'apprentissage, supervised by Barbara Hinger.
  • Vigl, Julia (2019): La questione dell'autonomia nell'insegnamento dell'italiano LS e L2, supervised by Alessandro Bosco in cooperation with Barbara Hinger.
  • Alt, Fabienne (2018): Re-Analysis and Further Development of Legutke's AIRPORT Project (1982). In how far does the AIRPORT Project correspond to task criteria according to TBLT and how can it serve as a basis for multilingual tasks?, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Dengg, Fabian (2018):Cultural Learning in the 21st century EFL Classroom: Developing cultural literacy in Austrian Secondary Schools with Marjane Satrapi's Graphic Novel Persepolis, supervised by Grit Alter in cooperation with Gerhard Pisek.
  • Dreher, Anna (2018): Der Sprachwandel des Russischen nach 1991 im Spiegel der Lehrbücher für den fremdsprachlichen Unterricht: Eine Analyse von ausgewählten Lehrbüchern für Russisch als Fremdsprache, supervised by Wolfgang Stadler.
  • Hietz, Kristina (2018): (No) Drama with Grammar: Effects of Drama-based Teaching and Learning in the English Language Classroom. A Case Study at an Austrian Upper Secondary School, supervised by Wolfgang Stadler in cooperation with Gerhard Pisek.
  • Hintner, Lisa (2018): Music and Language Integrated Learning (MLIL) as a learning model for teaching Russian, supervised by Wolfgang Stadler.
  • Kersche, Anissa M. (2018): 'Drama in Education' in Teaching English as a Foreign Language: What Austrian Teachers Think, supervised by Wolfgang Stadler in cooperation with Gerhard Pisek.
  • Mathies, Viktoria (2018): Trabajar con el enfoque por tareas en un manual: una comparación de las tareas propuestas en dos manuales utilizando el enfoque por tareas, supervised by Barbara Hinger.
  • Parhammer, Sandra I. (2018): Electrophysiological Correlates of the Neural Processing of Irregular Verb Inflections in a Foreign Language: An EEG Study, supervised by Barbara Hinger in cooperation with Sonja Rossi (Medical University of Innsbruck) and Gerhard Pisek.
  • Šarčević, Martina (2018): Representations of Monologic Speaking in Austrian Schoolbooks: English and Spanish, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Walder, Andrea (2018): Give 'Brain-Friendly' Learning a Chance! Alternative methods of vocabulary teaching and learning in foreign language acquisition: the Birkenbihl-Method, Total Physical Response and Suggestopdia, supervised by Eva Maria Hirzinger-Unterrainer and Barbara Hinger in cooperation with Gerhard Pisek.
  • Wieser, Theresa (2018): Measures in Multilingual Education in Austrian Secondary Education and Tyrol's VET (Vocational Education and Training) Schools: A Descriptive Analysis, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Bobb, Natasha-Nadja (2017):Teaching Migration Literature in the English Language Classroom. Learning about Transculturality and Identity through Migration Literature Using the Examples of Hanif Kureshi's The Black Album and Zadie Smith's White Teeth, supervised by Wolfgang Stadler and Maria Magdalena Mayr-Hueber in cooperation with Gerhard Pisek.
  • Inama, Anna Philine (2017): El método Respuesta Física Total (TPR-Total Physical Response) y su repercusión sobre la ansiedad y el gozo en la clase de una lengua extranjera. Un estudio cuasi-experimental en una 'AHS' y una 'NMS' en Austria, supervised by Barbara Hinger in co-operation with Isabel Arranz.
  • Lehmann, Ann-Kathrin (2017): German as a second language on the move. Auswirkungen von Total Physical Response auf die Lernbereitschaft in der Übergangsstufe, supervised by Barbara Hinger in cooperation with Paul Rusch.
  • Lutz, Stefanie (2017): Because it Matters: Analysing Heteronormativity in Austrian Schoolbooks. The Case of English, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Polat, Eylem (2017): The Effects of Homework on Students' Language Learning in Secondary Schools, supervised by Wolfgang Stadler in cooperation with Gerhard Pisek.
  • Telser, Romana (2017): The Distribution of the four language skills in the English student's book Headway Pre-Intermediate: An analysis, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Unterweger, Julia (2017): Das Russlandbild in ausgewählten Lehrbüchern. Eine quantitative und qualitative Inhaltsanalyse zur Selbst- und Fremddarstellung Russlands, supervised by Wolfgang Stadler.
  • Wilberger, Bruno (2017): Deutsch als Fremdsprache: Grammatikerwerb im gesteuerten Kontext "Wirklich alles für der Katz?" Eine Analyse nach Erika Diehl et al. (2000), supervised by Barbara Hinger.
  • Denk, Daniela (2016): La producción de textos escritos en la clase de ELE. Un análisis de componentes léxicos, supervised by Barbara Hinger.
  • Gruber, Tamara (2016): Die multilinguale Deutschklasse. Differenzierung von Deutsch als Zweitsprache im Regelunterricht des Fachs Deutsch, supervised by Barbara Hinger.
  • Hofmarcher, Katharina (2016): Gender representations in Austrian schoolbooks. The case of English and Spanish, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Peskoller, Jasmin (2016): The Significance of Indigenous Australian Students' Native Language and Culture for their Learning at School, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Scarizuola, Nadine (2016): Genderperspektiven im Russischunterricht – Der Einfluss von Gender auf den schulischen Russischunterricht und die Repräsentation der Geschlechter in Dialog 2, supervised by Wolfgang Stadler.
  • Sonnweber, Rebecca (2016): Las cuatro destrezas en la enseñanza del español como lengua extranjera: Un analisis de un Libro de texto, supervised by Barbara Hinger.
  • Taglieber, Johanna (2016): Le rôle de la bande dessinée dans les manuels scolaires de FLE en Autriche, supervised by Barbara Hinger in cooperation with Alessandro Bosco.
  • Traut, Sabrina (2016): The Exam of Bilingualism of the Autonomous Province of Bolzano-South Tyrol. A Baseline Study, supervised by Barbara Hinger in cooperation with Carol Spöttl.
  • Vicentini, David (2016): Teaching Intercultural Competences in the English Language Classroom, supervised by Wolfgang Stadler in cooperation with Gerhard Pisek.
  • Bellinger, Marco (2015): Test di profitto nell'educazione degli adulti, supervised by Barbara Hinger in cooperation with Carla Leidlmair-Festi.
  • Fliri, Benjamin (2015): ‚Jede Sprache ist reiner Profit‘. Eine Bestandsaufnahme der Fördermaßnahmen für SchülerInnen mit einer anderen Erstsprache als Deutsch am Beispiel des muttersprachlichen Unterrichts an Innsbrucker NMS und AHS, supervised by Barbara Hinger.
  • Gahr, Kathrin (2015): Does One Size Fit All? The Relationship Between Task Attitudes and Individual Learner Variables in Task-Based Language Teaching, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Gluderer-Kaserer, Elisa (2015): Student's Evaluation on their Productive Skills' Improvement based on a Film Project A Comparative Research Study, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Huber, Magdalena (2015): English as Native Language (ENL) or English as Lingua Franca (EFL): Are English Textbooks Used in Austrian Schools ELF-Orientied?, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Schmiderer, Katrin (2015): "Mettiamo mano all' apprendimento del vocabolario": Uno studio quasi-sperimentale sull' efficacia dei gesti nell' insegnamento del vocabolario nella scuola superiore, supervised by Barbara Hinger in cooperation with Saverio Carpentieri.
  • Tagger, Nadine (2015): Testare competenze linguistiche. In che misura il libro di testo Insieme Austria B1. Lehr- und Arbeitsbuch prepara ai test di competenza linguistica dell'esame di maturità austriaco standardizzato?, supervised by Barbara Hinger in cooperation with Francesca Santevecchi.
  • Telser, Stefanie (2015): Cultural Diversity in English Language Teaching: An Evaluation of MORE! 1-4 on the Basis of Kachru's Inner, Outer and Expanding Circle Countries, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Zehentner, Matthias (2015): The Partner Effect - Investigating the Impact of Partner Choice on Paired Speaking Task Performance Ratings, supervised by Michael Schratz in cooperation with Carol Spöttl.

  • Zehentner, Susanne (2015): Le quattro abilità nell'insednamento dell'italiano L2. Un'analisi del manuale scolastico "Insieme 3", supervised by Barbara Hinger in cooperation with Carla Leidlmair-Festi.

  • Haudum, Sabine (2014): Let the Games Begin - Games vs. Lists: A Comparison of Two EFL Vocabulary Practice Methods, supervised by Barbara Hinger in cooperation with Reinhard Heuberger.
  • Hitzginger, Maria Christine (2014): Sprache, Schule und Integration : Fördermaßnahmen zur Integration von SchülerInnen mit anderer Erstsprache als Deutsch an Innsbrucks Neuen Mittelschulen (NMS) und Allgemeinbildenden Schulen (AHS), supervised by Barbara Hinger in co-operation with Paul Rusch.
  • Kaltseis, Magdalena (2014): Der Einsatz von Filmsequenzen im Russischunterricht unter besonderer Berücksichtigung motivationaler Faktoren, supervised by Wolfgang Stadler.
  • Kozanek, Adela (2014): How do L2 learners of English develop productive usage of written vocabulary better: through the world list method or the word map method?, supervised by Barbara Hinger in cooperation with Gerhard Pisek.
  • Rieser, Simon (2014): Phraseologismen im Russischunterricht. Möglichkeiten zur Verbesserung der lexikalischen Kompetenz, supervised by Wolfgang Stadler.
  • Stigger, Johanna (2014): Competencia escrita de estudiantes de español en el nivel l de la enseñanza secundaria. Un análisis morfosintáctico, supervised by Barbara Hinger.
  • Verant, Martina (2014): La producción de textos escritos en español como lengua extranjera: Un análisis morfonsintáctico, supervised by Barbara Hinger in cooperation with Isabel Arranz-Sanz.
  • Brandstätter, Laura (2013): Perspectives on Written Error Correction in the view of SLA Research, supervised by Barbara Hinger.
  • Perterer, Elvira (2013): Mehrsprachigkeit und Sprachtransfer im Unterricht der zweiten und dritten lebenden Fremdsprache. Eine Fallstudie an zwei Tiroler Schulen, supervised by Wolfgang Stadler.
  • Lobo-Serra, Marina Julia (2012): El aprendizaje intercultural en manuales actuales de ELE (espanol lengua extranjera) de nivel inicial utilizados en la secundaria en Austria - un análisis, supervised by Barbara Hinger.
  • Fister, Stefanie (2012): Contributing to recent developments in reading and writing: weakness and strenghts - a South Tyrolean study, supervised by Barbara Hinger in co-operation with Andrew Milne-Skinner.
  • Kozanek, Willi (2012): Auswirkungen einer Nachmittagsbetreuung auf die Schulleistungen von Kindern nicht-deutscher L1, supervised by Barbara Hinger.
  • Steinhöfler, Viktoria (2012): La comparación del léxico en cuatro libros de enseñanza de ELE con diccionarios de frecuencia - una perspectiva diacrónica, supervised by Barbara Hinger.
  • Klingler, Eva (2011): Schreibkompetenz im Russischunterricht: Linguistische und unterrichtspraktische Betrachtungen vor dem Hintergrund der Richtlinien des gemeinsamen europäischen Referenzrahmens für die Niveaustufen A1 und A2 - eine Analyse der Lehrwerke "Dialog 1" und "Dialog 2", supervised by Wolfgang Stadler.
  • Kremmel, Benjamin (2011): Item Difficulty in Reading Tests at CEFR level B2, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Lukasser, Johanna (2011): Interkulturelle und kommunikativ-handlungsorientierte Kompetenz im Russischunterricht: Bildungspolitische, lerntheoretische und linguodidaktische Betrachtungen vor dem Hintergrund der Richtlinien des Gemeinsamen europäischen Referenzrahmens (GERS) für die Niveaustufe A1/A2 - anhand einer exemplarischen Analyse des Lehrwerks "Okno", supervised by Wolfgang Stadler.
  • Bacher, Sonja (2010): The images of time in the work of Lidija Čukovskajas, supervised by Wolfgang Stadler.
  • Bechtold, Antonia (2010): L'approche plurilingue et l'apprentissage du vocabulaire dans l'enseignement des langues étrangères pour le niveau secondaire - Observation basée sur quelques manuels choisis de français, espagnol et italien langues étrangères utilisés en Autriche, supervised by Barbara Hinger.
  • Mayr, Maria Magdalena (2010): Plurilingüismo, intercomprensión y Literatura: La aptitud de textos literarios para la clase intercomprensiva, supervised by Barbara Hinger.
  • Poitou, Aurelie (2010): Production écrite en Français langue étrangère (FLE) - Analyse du lexique basée sur un corpus d'apprenants au regard du CECR, supervised by Barbara Hinger.
  • Rabanser, Anna (2010): Evaluer le francais en contexte. Une étude de cas sur l'évaluation des compétences linguistiques en francais langue étrangère dans l'examen de fin d'études secondaires en Autriche, supervised by Barbara Hinger.
  • Auer, Julia (2009): La evaluación de la expresión escrita en francés y español en el sistema educativo en Austria. El Marco común de referencia para las lenguas y su imoprtancia en la elaboración de tareas, supervised by Barbara Hinger.
  • Holzknecht, Franz (2009): A needs-analysis for Austrian English teachers in developing an assessing writing test for the Matura, supervised by Michael Schratz in cooperation with Carol Spöttl.
  • Scherer, Alexandra (2009): Standardising English writing test formats for the Austrian school-leaving examination, supervised by Michael Schratz in cooperation with Carol Spöttl.
  • Eberharter, Kathrin M. (2008): Exam reform and its impact on teaching, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Weiler, Theresa (2008): Testing language in use, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Frötscher, Doris (2007): A study on assessing speaking in the Austrian school system, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Fuchs, Brigitte (2007): Italienisch und Spanisch als dritte lebende Fremdsprache. Mehrsprachigkeitsdidaktik und Tertiärsprachenunterricht?, supervised by Barbara Hinger.
  • Plankensteiner, Tanja (2007): Testing and assessing Ln learners' proficiency, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Seewald, Rupert (2007): Testing of multi-word units in L2 learners of English, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Zipser, Katharina (2007): La teoria della processabilitá in rapporte alla progressione delle strutture morfosintattiche in "Buongiorno! Neu", supervised by Barbara Hinger.
    We congratulate Mrs MMag.a Katharina Zipser on the award of the Honour Prize of the Federal Ministry of Science and Research.
  • Schabauer, Michaela (2006): A study on assessing writing in the Austrian school system, supervised by Michael Schratz in co-operation with Carol Spöttl.
  • Told, Monika (2006): Crescere con due lingue in famiglia. Analisi del contesto sociolinguistico in cui crescono bambini bilingui ad Innsbruck, supervised by Barbara Hinger.
  • Legen, Michael (2001): Lehrbuchdialoge im Russischunterricht, Kriterien zu ihrer Gestaltung und Analyse, supervised by Wolfgang Stadler.
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