|Sprechzeiten:||Thank you for contacting me via email!|
|Feb.& March 2014||
Research Stay at King's College London
|Sept.& Oct. 2013||Research stays and field work at the Universities of York and Lancaster and at Middlesex University London|
|since Oct. 2012||Research Assistant at University of Augsburg|
|2011-2012||Teaching Assistant (LfbA, TEFL) at University of Würzburg|
Teacher Training Program (Referendariat), 2nd State Exam (English & French)
|2009||1st State Exam (English & French)|
Student Assistant at Department of English Linguistics, University of Würzburg
language and emotion
contrastive linguistics, esp. English - German
Fronhofer, N.-M. (2015) "Nearly a bit angry or just so happy? - Intensifiers as contextualization cues." Bulletin suisse de linguistique appliquée, numéro spécial t. 2, été 2015, 29-49.
Fronhofer, N.-M. (2013) "Emotive expressions and identity building - evidence from English/ German discourse." at "The linguistic construction of personal and group identity: structure, pragmatics and cognition." Symposium, Heidelberg.
Fronhofer, N.-M., Hofmockel, C. (2013) "Methods in identity research." Data session and workshop at "The linguistic construction of personal and group identity: structure, pragmatics and cognition." Symposium, Heidelberg.
Fronhofer, N.-M., Herbert, C., Fetzer, A. (2013) "Emotive expressions in a second language." 5th JRM, AILA-Europe, Dublin.
Fronhofer, N.-M. (2012) "From the Romans to the Normans - an awareness raising strategy training for young language learners." GMF Bundeskongress, Essen-Duisburg.
"Emotion Concepts in Context - a Contrastive Analysis of English and German Discourse"
My main interest lies in research on language and emotion. I specifically focus on cross-linguistic differences in English and German emotion concepts such as ANGER or HAPPINESS. I hereby take a discursive approach and explicitly accommodate context into my cognitive (corpus) linguistic as well as cross-linguistic analyses. My research is relevant for a wide range of applications such as teaching or automatic inferencing.