Background and activities
News: Check out this new Blog entry (April 2020)
Since October 2019, Eliane Lorenz has been a post-doctoral researcher in English linguistics and multilingualism at the Department of Teacher Education at the Norwegian University of Science and Technology in Trondheim, part of the project Acquisition of English in the multilingual classroom (AcEngMulCla). From April 2016 until September 2019, she was a PhD student and research assistant at the Department of English and American studies at the University of Hamburg, where she finished her PhD in English linguistics in August 2019. In her doctoral dissertation she focused on unbalanced bilingual heritage speakers in the context of the acquisition of tense and aspect in the additional language English. In addition, she was an affiliated researcher of the project Multilingual development: a longitudinal perspective (MEZ). Further research interests include second and third language acquisition, multilingualism, contrastive linguistics, varieties of English, and corpus linguistics.
Second and third language acquisition
Learner corpus research
University of Hamburg
Summer term 2019 Learner Corpus Research
Winter term 2018/19 Second and Third Language Acquisition
Summer term 2018 Introduction to Corpus Linguistics
Winter term 2017/18 Multilingual Development
Summer term 2017 Tense & Aspect: Contrast, Variation &
Winter term 2016/ 17 English-German Contrasts
Summer term 2016 English Pronouns: Grammar, Variation, &
University of Jena
Summer term 2012 Tutorial: Introduction to Literary Studies II
Summer term 2011 Tutorial: Introduction to Literary Studies II
Scholarships & External Funding
2019 Travel grant (L3 Workshop in Konstanz)
2019 DFG (German Research Foundation) grant to conduct
a sociolinguistic study in the greater area of
Project LARES (Language Attitudes and Repertoires in
PIs: Prof. Dr. Peter Siemund (University Hamburg),
Dr. Jakob Leimgruber (University of Freiburg);
K. Feindt, L. Li, E. Lorenz, S. Rahbari
2018 DAAD Congress travel grant (IAM L3 Lissabon)
2017 DAAD Congress travel grant (SLE Meeting in Zurich)
2017 Research grant of the Übersee-Club e.V. Hamburg
2014-2015 Scholarship holder of the Scholarship of Germany
2011-2012 Erasmus scholarship (University of Jaén, Spain)
Lorenz, E. & Siemund, P. (2020). The Acquisition of English as an Additional Language by Multilingual Heritage Speakers. In Die Auswirkungen der Migration auf Sprach- und Kulturräume. The Impact of Migration on Language Culture Areas, U. Hoinkes & M. Meyer (eds). Kiel: Kieler Forschungen zur Sprachwissenschaft.
Lorenz, E. & Siemund, P. (2019). Differences in the acquisition and production of English as a foreign language. A study based on bilingual and monolingual students. In International Research on Multilingualism. Breaking with the Monolingual Perspective, E. Vetter & U. Jessner (eds), pp. 81–102. Dordrecht: Springer Nature Switzerland AG.
Lorenz, E. (2019c). Analysis of verb phrases and the progressive aspect in a learner corpus of L2 and L3 learners of English. In Widening the Scope of Learner Corpus Research. Selected Papers from the 4th Learner Corpus Research Conference 2017, A. Abel, A. Glaznieks, V. Lyding & L. Nicholas (eds), , pp. 253–287. Louvain le Neuve: Presses Universitaires de Louvain.
Lorenz, E. (2019b). Book review: Torres Cacoullos, R. & Travis, C.E. 2018. Bilingualism in the Community. Code-switching and Grammars in Contact. Cambridge: Cambridge University Press. Journal of Language Contact 12(2): 527–535.
Lorenz, E. (2019a). The use of tense and aspect in the additional language English by monolingual speakers and bilingual heritage speakers. PhD Dissertation. University of Hamburg. Submitted: 27 March 2019.
Lorenz, E., Bonnie, R.J., Feindt, K., Rahbari, S. & Siemund, P. (2019). Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism 23(6): 1410–1430.
Lorenz, E. (2018). "One day a father and his son going fishing on the Lake." - A study on the use of the progressive aspect of monolingual and bilingual learners of English. In Andreas Bonnet & Peter Siemund (eds.). Foreign Languages in Multilingual Classrooms. Hamburg Studies on Linguisitic Diversity. Amsterdam: John Benjamins.
Rahbari, S., Gabriel, C., Krause, M., Siemund, P., Bonnie, R.J., Dittmers (née Pron), T., Feindt, K., Lorenz, E., Topal, S. (2018). Die linguistische Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). Hamburg: Universität Hamburg, 210 S. - (MEZ Arbeitspapiere; 2) - URN: urn:nbn:de:0111-pedocs-155694.
Dünkel, N., Heimler, J., Brandt, H., Gogolin, I. (eds.). (2018). Mehrsprachigkeitsentwicklung im Zeitverlauf. Ausgewählte Daten und Ergebnisse. Authors: Bonnie, R.J., Brandt, H., Dünkel, N., Feindt, K., Gabriel, C., Gogolin, I., Klinger, T., Krause, M., Lagemann, M., Lorenz, E., Rahbari, S., Schnoor, B., Siemund, P., Usanova, I. Hamburg (University of Hamburg), Mimeo.
Scientific, academic and artistic work
A selection of recent journal publications, artistic productions, books, including book and report excerpts. See all publications in the database
- (2019) Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism. vol. 23 (6).
- (2019) Analysis of verb phrases and the progressive aspect in a learner corpus of L2 and L3 learners of English. Widening the Scope of Learner Corpus Research Selected Papers from the Fourth Learner Corpus Research Conference.
- (2019) Differences in the acquisition and production of English as a foreign language. A study based on bilingual and monolingual students. International Research on Multilingualism: Breaking with the Monolingual Perspective.
- (2018) "One day a father and his son going fishing on the Lake." - A study on the use of the progressive aspect of monolingual and bilingual learners of English. Foreign Language Education in Multilingual Classrooms.