Dr. Verena Möller

Vita

• Research associate at TUM School of Social Sciences and Technology, Centre for International Student Assessment (since October 2025)

• Secondary school teacher for English, French, Psychology, Media Literacy and educational counsellor at Federal State of Baden-Württemberg (09/2001-09/2025)

• Diploma in Journalism at Freie Journalistenschule Berlin (06/2023-05/2025)

• Scientific collaborator at Université catholique de Louvain, Institute for Language & Communication, Centre for English Corpus Linguistics (07/2016-10/2023)

• Scientific collaborator at Eberhard Karls Universität Tübingen, Collaborative Research Centre 833 (06/2017-01/2018)

• PhD in Computational Linguistics (with distinction) at Université catholique de Louvain, Institute for Language & Communication, and Universität Hildesheim, Institute for Information Science and Language Technology (01/2011 – 03/2016)

• Trainee teacher for Englisch and French at Federal State of Baden-Württemberg (09/1999-07/2001)

• MA and Teaching Qualification for Secondary Schools in English and French Language and Literature at Universität Stuttgart, University of Kent at Canterbury and Université de Valenciennes et du Hainaut-Cambrésis (10/1992-09/1999)

Research interests

• Learner corpora with innovative metadata

• Second Language Acquisition (SLA) and Language Learning

• Interactions between strands of the system of education, cognitive and affective learner variables and foreign language writing skills

• Interactions between teaching materials, teaching methodologies and foreign language writing skills

Activities

• PISA 2025 Science communication

• ZIB Science communication

Selected publications

• Möller, V. (2020). From pedagogical input to learner output: Conditionals in EFL and CLIL teaching materials and learner language. Pedagogical Linguistics, 1(2). doi: 10.1075/pl.00001.mol

• Möller, V. (2018). Promoting bilingualism at the primary and secondary level: The role of intelligence, motivation and anxiety. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2018.1559795

• Möller, V. (2017). Language Acquisition in CLIL and Non-CLIL Settings. Learner Corpus and Experimental Evidence on Passive Constructions. Amsterdam: John Benjamins. doi: 10.1075/scl.80

• Möller, V. (2017). A statistical analysis of learner corpus data, experimental data and individual differences: Monofactorial vs. multifactorial approaches. In P. de Haan, S. van Vuuren & R. de Vries. Language, Learners and Levels: Progression and Variation. Corpora and Language in Use – Proceedings 3. Louvain-la-Neuve: Presses Universitaires de Louvain. 409-439.

List of publications

Find me

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