Prof. Dr. Rolf Kreyer


Contact information

+49 6421 28-21306 rolf.kreyer@ 1 Wilhelm-Röpke-Straße 6
35032 Marburg
W|02 Geisteswissenschaftliche Institute (Room: 07D09A resp. +7D09a)

Office hours

  • The secretariat

    Ms Susanne Döring
    Room 07D09
    (Office hours: Monday-Thursday 2:00 p.m.-4:30 p.m.)

    For the sake of infection containment, all communication until further notice only by e-mail. Thank you for your understanding!

  • Oral examinations

    The preliminary meeting for the oral exam of spring 2020 takes place on Wednesday 12.02.2020 at 6:00 p.m.. in room 08D03.

    Since requests for oral exams have increased sharply, I must unfortunately limit the exam to 30 candidates. Registering personally for the office hour is not necessary and handing in the registration form at my secretariat or office does suffice.  

    There is no limit to the number of candidates for the written exam, but registering for the written exam can take place only during my office hours. Please note the information for state exam candidates (oral as well as written) on my homepage.

  • Information for state examination candidates

    Oral exam

    One hour is set aside for the oral exam in English at the first state exam. The actual exam has a duration of approximately 55 minutes when necessary deductions are made for greetings, grading and feedback. This time is divided equally between the two examiners. You will be examined by me for approximately 27 minutes during your oral state exam. The time is distributed as follows:
    · Linguistic topic 1: 2/5
    · Linguistic topic 2: 2/5
    · Teaching methodology: 1/5

    The scope and depth of the two linguistics topics are based on my seminars (for example: Psycholinguistics, Semantics and Pragmatics, Language of Power – the Power of Language). If you have taken two of my courses, it makes sense to be examined in these; the scope of the exam content is similar to the final exam in these seminars, but an oral exam always gives the opportunity for questions and in-depth discussions.

    If you have attended one or even none of my seminars, it is of course still possible to be examined by me should you wish to. One option (popular with many students) is to register for the courses on Ilias which hosts my seminars (your fellow students can give you the password), to inform yourself of the content and to access the study material, texts, etc. You can of course be examined in other topics (for instance on the topic of a colleague’s seminar or one you attended while abroad). In that case though we would have to precisely clarify what the topics are in my office hours.

    The topic of teaching methodology has a somewhat smaller scope compared to linguistics topics.  One aspect of language learning and teaching will be discussed in this section of the exam. The New Media in the Classroom, Teaching Collocations, TV Series and EFL-Teaching and Teaching Pronunciation are examples of possible topics.

    In addition to those of the chosen exam topics, you will have to have a knowledge of basic linguistics. Even though this will not be examined explicitly, it is quite possible that you have to, for example, explain the garden-path-effects of a syntactical analysis of a sentence. Also, I expect you to be able to handle linguistic terms confidently.

    The exam is conducted entirely in English. Your language skills are examined in addition to the content. You should particularly make sure to avoid systematic pronunciation mistakes (for example final-obstruent devoicing) as far as possible. We also expect you to be confident with grammar and vocabulary.

    Additional notes:

    As the examination is offered to only a limited number of candidates, I would like to ask you to please register on time either personally at my office hours or my secretariat. Please bring the completed Registration Form with you (please complete the form using Adobe Acrobat Reader). I accept students for the exam as long as places are available. A prior inquiry via email is not necessary.  I will post so on my website when only a few places are left. Even in this case, I would ask you to refrain from prior inquiries via email.

    Before the registration, there is of course the opportunity to decide on the specifics of the content together. Please do come to my office hours with your precise ideas of the content. This will not be possible in some cases (for example, when you have registered well in advance). In this case, you can still register for the exam – we will decide on the topics at the very latest when you collect my signature for the examiner’s form.  

    A preliminary discussion with all state examination candidates usually takes place in the last week of the semester (you will find this information on my website). Questions and question types applicable to all topics among other matters will be discussed then. Do form study groups or try tandem learning! You know you have learnt a concept when you can explain it to someone else. Do bring with you the course plan of the seminar, the content of which you would like to be examined on!

    In principle, it is possible to also do a disputation with me. Usually, this option is considered by candidates that have written their exam with Prof. Birkle.  A few points are to be noted here. The linguistic aspect of the disputation is about looking at your object of investigation with “linguistic eyes” (anew). This means that by linguistically looking at the object, interesting insights that merit further discussion are brought to light. Not all topics are suited to this!!! For the disputation you should choose three aspects about which we can exchange ideas at a high technical level. Do clarify these timely with me at the office hours. If you are considering a disputation, please give this solid detailed thought BEFORE you come to my office hours. “Language and gender in XYZ” and “Language and Humour in XYZ” are examples of possible topics. When it comes to your selected topics, I expect you to be familiar with the basic background knowledge and the most important relevant findings – these could be part of the disputation.  

    Written examination

    The written exam I offer is the same for all students. The exam paper consists of course content made available on ILIAS. There are four subject areas in the exam (for example, the mental lexicon).  There is a task (with subtasks) for each of these four areas in the exam paper. You must work on three out of these four tasks. Choosing the three tasks is up to you. Should a fourth task be completed anyway, it will not be evaluated.

    What is examined?
    With each aspect, you should be able to:
    - reproduce the content correctly
    - apply the content to specific situations
    - Describe to what extent the selected aspects can be relevant to you as a teacher in the future

    Moreover, I assume (as with my oral exams) that you have at your disposal basic linguistic knowledge to apply to the exam should you need to

    There is no limit to the number of places for the written exam. It is quite sufficient here to register when you “collect” my signature for the examiner’s form. You will then also receive access to the corresponding ILIAS course. A prior inquiry via email is here too unnecessary.

  • Curriculum Vitae

    1973, born in Bad Neuenahr-Ahrweiler, Germany
    1979-1992, school education in Ahrweiler
    1992-1993, voluntary service Caritas-Baby-Hospital, Bethlehem
    1993-2000, studied English, Mathematics, Pedagogy (Lehramt Sek I/II für Gymnasium) in Bonn and Lampeter/Wales
    2000-2004, PhD University of Bonn
    subjects: English, Pedagogy, Psychology
    Thesis: Inversion in Modern Written English. Syntactic Complexity, Information Status and the Creative Writer.
    2004-2008, Habilitation
    Thesis: The Nature of Rules, Regularities and Principles in Language and Lingustics. A Network Model of the Language System and of Language Use
    venia legendi: Englische Philologie.
    2010 -, Chair of English Linguistics, University of Marburg

  • Publications

    Monographs and edited works
    (2016): Angewandte Linguistik in Schule und Hochschule – Neue Wege für Sprachunterricht und Ausbildung, Frankfurt a.M.: Peter Lang. [hg. mit S. Schaub und B. Güldenring]
    (2013): The Nature of Rules, Regularities and Units in Language. A Network Model of the Language System and of Language Use. Cognitive Linguistics Research 51. Berlin: De Gruyter Mouton. [post-doctoral thesis, University of Bonn]
    (2010): Introduction to English Syntax. Textbooks in English Language and Linguistics 3. Frankfurt a. M.: Peter Lang.
    (2006): Inversion in Modern Written English. Syntactic Complexity, Information Status and the Creative Writer. Language in Performance 32. Tübingen: Gunter Narr (2006). [PhD-thesis, University of Bonn] 

    (in press): "What we can learn from revisions in authentic learner texts", Corpus Linguistics, Context and Culture, hg. M. Mahlberg & V. Wiegand. Berlin: De Gruyter Mouton.
    (2018): "The Development of Phrasal Complexity in German Intermediate Learners of English", International Journal of Learner Corpus Research. 82-111. [mit Steffen Schaub]
    (2017): " Multilinguality in learner corpora. The case of the MILE", Challenging the Myth of Monolingual Corpora, hg. A. Nurmi, T. Rütten & P. Pahta. Leiden: Brill. 200-219.
    (2016): "But sometimes this potential is not used at all’. Views on linguistics in EFL teacher training and teaching", Angewandte Linguistik in Schule und Hochschule – Neue Wege für Sprachunterricht und Ausbildung, hg. R. Kreyer, S. Schaub & B. Güldenring. Frankfurt a.M.: Peter Lang. 265-298. [mit B. Güldenring]
    (2016): "Einleitung: Angewandte Linguistik in Schule und Hochschule – Neue Wege für Sprachunterricht und Ausbildung", Angewandte Linguistik in Schule und Hochschule – Neue Wege für Sprachunterricht und Ausbildung, hg. R. Kreyer, S. Schaub & B. Güldenring. Frankfurt a.M.: Peter Lang. 9-14.
    (2016): "'Now niggas talk a lotta Bad Boy shit': The register Hip-hop from a corpus-linguistic perspective", Variational Text Linguistics.Revisiting Register in English, hg. C. Schubert & C. Sanchez-Stockhammer. Berlin De Gruyter Mouton.
    (2015): "'Funky fresh dressed to impress'. A corpus-linguistic view on gender roles in pop songs", International Journal of Corpus Linguistics 20, 174-204.
    (2015): "The Marburg Corpus of Intermediate Learner English (MILE)", Learner Corpora in Language Testing and Assessment, hg. M. Callies & S. Götz. Amsterdam: John Benjamins. 13-34.
    (2015): "Accompanying HORSE(s) through time. The depiction of horses from a corpus-linguistic perspective", "... that I wished myself a horse". The Horse as Representative of Cultural Change in Systems of Thought, hg. S. Fielitz. Heidelberg: Winter. 199-211.
    (2012): "Verständigung diesseits der Hermeneutik. Sprachwissenschaftliche Anmerkungen zur Präsenz", Präsenz Interdisziplinär. Kritik und Entfaltung einer Intuition, hg. S. Fielitz. Heidelberg: Winter. 133-146.
    (2012): "'Love is like a stove – it burns you when it's hot' A corpus-linguistic view on the (non-) creative use of love-related metaphors in pop songs", English Corpus Linguistics.Looking back, Moving forward, hg. S. Hoffmann, P. Rayson & G. Leech. Amsterdam: Rodopi.103-115. 
    (2010): "How much wheat is there in the chaff? Issues concerning the use of concordancers in the classroom", Language Forum 36, 155-173.
    (2010):"Syntactic constructions as a means of spatial representation in fictional prose", Approaches to Syntactic Variation and Genre, hg. H. Dorgeloh & A. Wanner. Berlin: Mouton de Gruyter. 277-303.
    (2009): "Patterns of language use from a network perspective", Anglistentag 2008 Tübingen. Proceedings, hg. C. Reinfandt & L. Eckstein. Trier: Wissenschaftlicher Verlag Trier.
    (2008): “Corpora in the classroom and beyond”, Handbook of Research on Computer-Enhanced Language Acquisition and Learning, ed. F. Zhang and B. Barber.Hershey: Information Science Reference. 422-437.
    (2007): "Inversion in modern written English. Syntactic complexity, information status and the creative writer", Corpus Linguistics twenty-five years on Selected papers of the twenty-fifth International Conference on English Language Research on Computerised Corpora, ed. Roberta Facchinetti. Amsterdam: Rodopi. 187-203.
    (2007): "Spoken styles of present-day English: an introduction", Anglia 125. 1-3. [with J. Mukherjee]
    (2007): "The style of pop song lyrics: a corpus-linguistic pilot study", Anglia 125. 31-58. [with J. Mukherjee]
    (2007): "Das Korpus im Klassenzimmer", PRAXISfsu. 17-21.
    (2007): "Das Korpus im Klassenzimmer (Internetbeispiel zu PFU 6/07)", LINK.
    (2006): "'Observer effect', 'eyewitness perspective', and 'imaginary guided tour': What is so natural about the way inversions represent spatial relations?", Cahiers de Recherche 9. 115-132.
    (2005): "The use of full-verb inversion as a salience marking device in written academic discourse", Salience in Discourse. Multidisciplinary Approaches to Discourse 2005, ed. M. Stede, C. Chiarcos, M. Grabski & L. Lagerwerf. 99-108.
    (2003): "Genitive and of-construction in modern written English. Processability and human involvement", International Journal of Corpus Linguistics 8. 169-207.
    (2003): "Syntax and Semantics at Tone Unit Boundaries", Anglia 121. 581-609. [with J. Monschau & J. Mukherjee]
    (2000): "The Use of Relative Pronouns in Restrictive Adnominal Relative Clauses in EFL-textbooks and in COLT- A Corpus-based Study", Neusprachliche Mitteilungen 53. 101-108.

    (2015): "Review: S. Nacey (2013): Metaphors in Learner English. Amsterdam/Phildelphia: John Benjamins", ICAME Journal 39, 157-163.
    (2014): "Review: P. Baker (2014). Using Corpora to Analyze Gender. London/New York: Bloomsbury", International Journal of Corpus Linguistics 19, 570-575.
    (2011): "Review: O. Jäkel (2010): The Flensburg English Classroom Corpus (FLECC). Flensburg: Flensburg University Press", Fremdsprachen Lehren und Lernen 40, 136-138.
    (2007): “Review: S. T. Gries & A. Stefanowitsch (2006): Corpora in Cognitive Linguistics",
    (2006): "Review: E.C. Traugott & Dasher (2005): Regularity in Semantic Change",
    (2006): “Review: V. Evan & M. Green (2006): Cognitive Linguistics. An Introduction”, Constructions.
    (2005): "Review: K. Aijmer & B. Altenberg (2004): Advances in Corpus Linguistics. Papers from the 23rd International Conference on English Language Research on Computerized Corpora (ICAME 23)",
    (2004): "Review: C. Dimroth & M. Starren (2003): Information Structure and the Dynamics of Language Acquisition",
    (2002): "Review: H.M. Lehmann, S. Hoffmann & P. Schneider: BNCweb Version 2.0 on CD-ROM (2002)", [with J. Mukhrejee]

    Entries in dictionaries
    (under review) The following entries in volume 14 Cognitive Grammar (ed. by S. Niemeier, D. Schönefeld) in the series Wörterbücher zur Sprach- und Kommunikationswissenschaft (ed. by S. J. Schierholz, H. E. Wiegand). Berlin: de Gruyter.

    Analysability; Discreteness; Distribution; Distributional equivalent; Distributional potential; Gestalt; Wellformedness; Complementary distribution; Componential analysis; Proposition; Syntactic figure; Syntactic ground

    Journal editorships
    (2007) Anglia 125/1, Special Issue on "Spoken Styles of Present-Day English" [with J. Mukherjee]

  • Ongoing PhD projects

    Dörr, Talita: tba
    Hoffmann, Tim: tba
    Koch, Christopher: Collocational Sequences in World Englishes: A Corpus-driven Approach to Variationist Models
    Schaub, Steffen: The Noun Phrase in New Englishes: A Corpus-Based Study of its Structure

    Chakroun, Sana: A Pragmatic Comparative Assessment of Conflict Management in United Nations Security Council Resolutions via Corpus Linguistic Analysis (abgeschlossen: 2020)
    Güldenring, Barbara: Conceptual Metaphors in New Englishes: A Corpus-based Approach to Cognitive Contact Linguistics (abgeschlossen 2019)
    Ullmann, Stefanie: Talking About a Revolution: A Corpus-Based Enquiry into the (Ab)Use of Linguistic Conceptualisations in Social and Political Discourse (abgeschlossen 2018)

  • Research foci

    Corpus Linguistics
    Text Linguistics
    Cognitive Linguistics

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