Monograph

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

Journal articles

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

Meurers, D., K. De Kuthy, V. Möller, F. Nuxoll, B. Rudzewitz & R. Ziai (2018). Digitale Differenzierung benötigt Informationen zu Sprache, Aufgabe und Lerner. Zur Generierung von individuellem Feedback in einem interaktiven Arbeitsheft. FLuL – Fremdsprachen Lehren und Lernen, 47(2). 64-82.

Chapters

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.

Möller, V. (2012). Does immersion make a difference? Compiling annotated corpora to investigate the use of the English passive. In S. Kersten, C. Ludwig, D. Meer & B. Rüschoff. Language Learning and Language Use – Applied Linguistics Approaches. Papers Selected from the Junior Research Meeting – Essen 2011. Duisburg: Universitätsverlag Rhein-Ruhr. 151-165.

Möller, V. & U. Heid (2011). The English passive and the German learner – Compiling an annotated learner corpus to investigate the importance of educational settings. In H. Hedeland, T. Schmidt & K. Wörner. Multilingual Resources and Multilingual Applications. Proceedings of the Conference of the German Society for Computational Linguistics and Language Technology (GSCL) 2011. 233-238.

Rudzewitz, B., R. Ziai, K. De Kuthy, V. Möller, F. Nuxoll & D. Meurers (2018). Generating feedback for English Foreign Language exercises. In The Association for Computational Linguistics. Proceedings of the 13th Workshop on Innovative Use of NLP for Building Educational Applications, New Orleans, LA. 127-136.

Conference papers (selected)

Möller, V. (2017). From pedagogical input to learner output: How teaching materials affect the use of the English passive in learner writing. Learner Corpus Research, Bolzano, Italy.

Möller, V. (2016). A question of cause and effect – How educational settings at the primary and secondary level interact with intelligence, motivation and anxiety. Focus on the Learner, Konin, Poland.

Möller, V. (2016). Von Albanisch bis Zazaisch – Mehrsprachigkeit bei Teilnehmern und Nicht-Teilnehmern am bilingualen Unterricht Englisch. Gesellschaft für Angewandte Linguistik – SPRACH|KULTUR|EN, Koblenz, Germany.

Möller, V. (2015). CLIL, learner variables and statistical analysis – What is left when you’ve done it all? Learner Corpus Research, Nijmegen, The Netherlands.

Möller, V. (2013). How do educational settings at the secondary level impact on learners’ use of the English passive? – Evidence from the Secondary-Level Corpus of Learner English (SCooLE). Learner Corpus Research, Bergen, Norway.

Möller, V. (2013). Retrieving passive structures from the Secondary-Level Corpus of Learner English (SCooLE) – How can we make part-of-speech tagging more successful? Corpus Analysis with Noise in the Signal, Lancaster, United Kingdom.

Rudzewitz, B., R. Ziai, K. De Kuthy, V. Möller, F. Nuxoll & D. Meurers (2018). Generating feedback for English Foreign Language exercises. Innovative Use of NLP for Building Educational Applications, New Orleans, USA.

Seminar presentations (selected)

Möller, V. (2016). Data in isolation vs. data in combination – Insights into the impact of Content and Language Integrated Learning (CLIL). Seminar für Sprachwissenschaft, Eberhard Karls Universität Tübingen, Germany.

Möller, V. (2016). From input to output – The English passive in EFL and CLIL teaching materials and learner language. Institut für Informationswissenschaft und Sprachtechnologie, Universität Hildesheim, Germany.

Möller, V. (2014). Der Erwerb des Passivs in verschiedenen Bildungszweigen der Sekundarstufe in Baden-Württemberg – Erste Ergebnisse einer Analyse des Secondary-Level Corpus of Learner English. Institut für Informationswissenschaft und Sprachtechnologie, Universität Hildesheim & Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Frankfurt, Germany.

Möller, V. (2011). “Burglars were broken into our house.” – English passive constructions in the written language of learners in Baden-Württemberg. Seminar für Sprachwissenschaft SfS, Eberhard Karls Universität Tübingen & Institut für deutsche Sprache und Linguistik, Humboldt-Universität zu Berlin, Germany.

Möller, V. (2011). Verarbeitung nicht-standardsprachlicher Texte – Erstellung von Korpora aus Lernertext. Institut für Übersetzungswissenschaft und Fachkommunikation, Universität Hildesheim, Germany.

Award

Learner Corpus Association Best Paper Award. Award for the best paper presented at the Learner Corpus Research conference 2015, Nijmegen, The Netherlands.