Johannes teaches on the MSc Applied Linguistics and Second Language Acquisition. He holds a PhD in Applied Linguistics.
His main research interest is in constructionist approaches to foreign language acquisition, particularly in German as a foreign language. Broadly speaking, he is interested in the role of recurring linguistic patterns—ranging from fixed to flexible—in foreign language acquisition at all levels of proficiency. He is also interested in experimental pragmatics, particularly in how the interpretation of conveyed meaning differs between L1 and L2 speakers.
Johannes has extensive teaching experience in linguistics, foreign language acquisition, experimental psychology, and statistics at both undergraduate and postgraduate levels at the University of Tübingen, Germany, and the University of Oxford.
Publications
Schulz, J. & Wonnacott, E. (2024). Pragmatic competence and pragmatic tolerance in foreign language acquisition – revisiting the case of scalar implicatures. Applied Psycholinguistics. https://doi.org/10.1017/S0142716424000274
Schulz, J., Hamilton, C., Wonnacott, E. & Murphy, V. (2023). The impact of multi-word units in early foreign language learning and teaching contexts. A systematic review. Review of Education, 11(2). https://doi.org/10.1002/rev3.3413
Schulz. J. (2024). Multi-word-constructions and linguistic development in early foreign language classrooms: the role of input variability. PhD thesis, University of Oxford. Available online. Data and analyses available here.
Schulz, J. (2021). Pragmatic competence and pragmatic tolerance in foreign language acquisition – revisiting the case of scalar implicatures. M.Sc. thesis, University of Oxford. Available online.
Hamilton, C., Schulz, J., Chalmers, H. & Murphy, V. (2024) Investigating the substantive linguistic effects of using songs for teaching second or foreign languages to preschool, primary and secondary school learners: A systematic review of intervention research. System, 124. https://doi.org/10.1016/j.system.2024.103350
Mathers, S., Schulz, J. & Outhwaite, L. (2023). Review of Process Quality Measures. Research review report for UK Department for Education.
Conferences
Schulz, J., Wonnacott, E. & Murphy, V. The role of input variability in foreign language construction learning: a primary school intervention. Early Language Learning Research Association, Pedagogical University of Krakow, PL, April 2024.
Schulz, J., Wonnacott, E. & Murphy, V. The role of input variability in foreign language construction learning: a primary school intervention. Constructionist Approaches to Language Pedagogy, Friedrich-Alexander-Universität Erlangen-Nürnberg, DE, März 2024.
Schulz, J., Wonnacott, E. & Murphy, V. Input variability in foreign language construction learning. Experimental Psychology Society, Contextual Diversity Workshop, University College London, GB, September 2023.
Schulz, J., Wonnacott, E. & Murphy, V. Input variability in foreign language construction learning. British Association of Applied Linguistics, Nottingham Trent University, GB, Juni 2023.
Schulz, J. & Wonnacott, E. Pragmatic competence and pragmatic tolerance in foreign language acquisition – revisiting the case of scalar implicatures. XPrag (Experimental Pragmatics Conference), University School for Advanced Studies IUSS Pavia, IT, September 2022.
Schulz, J., Hamilton, C., Wonnacott, E. & Murphy, V. The impact of multi-word units in early FL learning and teaching contexts. Advances in Teaching Foreign Languages to Young Learners, Bergische Universität Wuppertal, DE, September 2022.
Schulz, J., Hamilton, C., Wonnacott, E. & Murphy, V. The impact of multi-word units in early FL learning and teaching contexts. A systematic review. European Second Language Association, Université de Fribourg, CH, August 2022.