معرفی
Daniela Elsner is a Professor of German Linguistics at Vorarlberg University of Education (PH Vorarlberg) in Austria, specializing in syntax, word formation, and grammar education. Her academic career includes research positions at Ruhr-Universität Bochum (2005-2014), a W1 professorship at Universität Leipzig (2014-2019), and acting professorships at Freie Universität Berlin (2016-2018) before joining PH Vorarlberg in March 2019. As a faculty member in the Department of German Linguistics within the Faculty of Education, she teaches courses including German Grammar of Contemporary Language, Language Didactics, and Specialized Didactic Seminars with Bachelor's theses.
Professor Elsner's research primarily focuses on adverbial word formation in German, particularly the suffixes -weise/-erweise, examining their historical development, syntactic properties, and semantic functions. Her work bridges theoretical linguistics with practical applications in language education, investigating how epistemological beliefs affect grammar learning and the role of linguistic knowledge in educational contexts. She has pioneered research on quantifying N+weise formations and the reanalysis processes these constructions undergo in contemporary German usage.
Her publication record shows a clear trajectory from early work on sentence structure and language acquisition toward more recent investigations of grammar instruction methods, epistemological beliefs in language learning, and practical applications for classroom teaching. This evolution reflects her commitment to connecting theoretical linguistics with practical educational challenges, particularly in primary and secondary school settings.
Throughout her career, Elsner has presented her research at numerous international conferences across Europe and Asia, demonstrating the global relevance of her work on German linguistics and language education. Her lecture topics consistently address the intersection of theoretical analysis and practical application, with recent presentations focusing on integrating language analysis into teacher education and resolving ambiguities in word formation as pedagogical opportunities.
