Dr. Katharina Wendebourg
Katharina Wendebourg is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology. Her research interests focus on foreign language learning with a strong emphasis on motivational processes. She is currently involved in the projects Interact4School and AI2Teach, in which the effectiveness of the interactive adaptive tutoring system FeedBook is being investigated in a school context.
Publications
Preregistrations
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Parrisius, C., Wendebourg, K., Rieger, S., Loll, I., Pili-Moss, D., Colling, L., ... & Nagengast, B. (2022). Effective Features of Feedback in an Intelligent Tutoring System-A Randomized Controlled Field Trial (Pre-Registration)
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Parrisius, C., Pieronczyk, I., Blume, C., Wendebourg, K., Pili-Moss, D., Assmann, M., ... & Trautwein, U. (2022). Using an Intelligent Tutoring System within a Task-Based Learning Approach in English as a Foreign Language Classes to Foster Motivation and Learning Outcome (Interact4School): Preregistration of the Study Design
Journal articles
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Wendebourg, K., Öttl, B., Meurers, D., & Kaup, B. (in press). Semantic information boosts the acquisition of a novel grammatical system in different presentation formats. Language and Cognition.
Monographs
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Wendebourg, K. (2018). How can grammar learning be facilitated?: insights from the learning of Latin morpho-syntax (Doctoral dissertation, Tübingen).
Conference contributions
Lectures:
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Wendebourg, K. (2018). Cognitive foundations of language learning and teaching. Tübingen Summer School in Second Language Acquisition, Tübingen.
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Wendebourg, K. (2018). Wie kann Grammatiklernen erleichtert werden? Experimentelle Befunde zum Lernen lateinischer Morphosyntax. Colloquium Corpus Linguistics and Phonetics, HU Berlin. (eingeladener Vortrag)
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Braungart, K., Öttl, B., Rebuschat, P., Meurers, D., & Kaup B. (2016): Aspects of foreign language learning using Latin. Colloquium of the Second Language Learning and Teaching Research Group, Lancaster, UK. (eingeladener Vortrag)
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Braungart, K., Meurers, D., & Kaup, B., (2015): Induktiver und deduktiver Grammatikerwerb beim Fremdsprachenlernen. TeaP 2017 57th Conference of Experimental Psychologists, Hildesheim.
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Braungart, K., Öttl, B., Meurers, D., & Kaup, B. (2015): Does semantic information facilitate foreign grammar acquisition? International PhD Workshop “Studying Language Learning: From the laboratory to the classroom”, Tübingen.
Poster presentations:
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Wendebourg, K., Öttl, B. Berndt, E., Meurers, D. & Kaup., B. (2018). Testing benefits grammar acquisition: insights from the learning of Latin morpho-syntax. TeaP 2017 60th Conference of Experimental Psychologists, Marburg.
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Braungart, K., Monaghan, P., Kaup, B. & Rebuschat, P. (2017). Does explicit instruction facilitate the acquisition of a novel language? Insights from cross-situational statistical learning. Conference Interdiscipilary Advances in Statistical Learning, Bilbao (Spain).
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Braungart, K., Monaghan, P., Kaup, B. & Rebuschat, P. (2017): Does explicit instruction facilitate the acquisition of a novel language? Insights from cross-situational statistical learning. TeaP 2017 59th Conference of Experimental Psychologists, Dresden.
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Braungart, K., Öttl, B., Meurers, D., & Kaup, B. (2016): Does semantic information facilitate grammar acquisition? 5th Implicit Learning Seminar, Lancaster (UK).
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Braungart, K., Öttl, B., Meurers, D., & Kaup, B. (2016): Does semantic information facilitate grammar acquisition? TeaP 2016 58th Conference of Experimental Psychologists, Heidelberg.
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Braungart, K., Meurers, D., & Kaup., B. (2015): Is deductive or inductive teaching more beneficial in grammar acquisition? Symposium “New Directions in Implicit and Explicit Language Learning”, Lancaster (UK).
Workshops
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7/2018: “Summer School in Second Language Acquisition” (5 days, 80 participants)
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12/2015: Doktorandenworkshop “Language Learning from the Laboratory to the Classroom” (3 days, 60 participants)
Curriculum Vitae
since 08/2018
Wissenschaftliche Mitarbeiterin
Hector Research Institute of Education Sciences and Psychology
07/2018
Ph.D.
Title: Wie kann Grammatiklernen erleichtert werden? Untersuchungen zum Lernen lateinischer Morphosyntax [How can grammar learning be facilitated? Studies on learning Latin morphosyntax], University of Tübingen
10/2014-07/2018
Doktorandin
LEAD Graduate School & Research Network, University of Tübingen
01/2013-07/2014
Teacher Trainee
2. Staatsexamen, Isolde-Kurz-Gymnasium, Reutlingen
01/2008-09/2012
Scholarship Cusanuswerk
from the German Bishops' Conference and the Federal Ministry of Education and Research
10/2005-10/2011
Study of Latin and Catholic Theology
1. Staatsexamen, University of Tübingen
10/2004-10/2012
Study of Psychology
Diplom, University of Tübingen