AAA - Arbeiten aus Anglistik und Amerikanistik

Focusing on the aspect of spatiality in drama and theatre, the article takes into view one particular German-language production of Shakespeare’s The Tempest staged in 2007 by the Swiss theatre director Barbara Frey for the workshop stage of Vienna’s Burgtheater. Intermedially drawing on Peter Greenaway’s movie adaptation Prospero’s Books, the theatre production takes the play’s marked dialectic between a well-nigh ‘classicist’ reduction of its real space and its concomitant expansion into an almost infinite amount of imaginary spaces on the dramatic level and congenially reproduces it on the theatrical level in using an extremely reduced stage (and cast) for an enormous extension of the play’s spatial possibilities, thus proving that, not only in terms of mimetic space but in terms of performance space, too, less is often more.

Andreas Mahler

Arbeiten aus Anglistik und Amerikanistik

Be- und Entgrenzungen des Raums in Barbara Freys Akademietheater-Inszenierung von Shakespeares Sturm

芭芭拉·弗雷在莎士比亚《暴风雨》学院剧院版中的空间界限与超越

This article studies the transmedial process from the painting ‘Nighthawks’ (1942) by Edward Hopper (the source medium) to the poem “Nighthawks” (2000) by Anne Carson and to two art GIFs created using the painting as a source (the target media). GIF is a file format that allows movement and an art GIF is a GIF which, in different ways, relates to an existing painting. The investigation is focused on repetition, which manifests in all three media products, and its effect on subjective time. Repetition can have different temporal effects in different media and can therefore be affected by transmediation. In literature, for example, repetition is often a way of slowing or stopping the temporal flow whereas, in painting, it can function both as a time stopper and as an index of movement and thereby temporal flow. Repetition in art GIFs is complex. Even though it represents the desire to add movement (and thus temporality) to a static image, it also halts time by not moving beyond the reiterated sequence it represents.

Emma Tomborg

Repetition in Transmediation

跨媒介中的重复

With the introduction of Nigeria as a new country of reference in 2018 for English as a Foreign Language (EFL) at higher level, the German federal state of North-Rhine Westphalia (NRW) has taken a bold attempt to widen the horizon of educators and students alike. While this fresh perspective offers new opportunities for global education, the respective regulations and descriptors might diminish its potential by giving reductive options of implementation from an intercultural perspective. This theoretical article critically examines the (problematic) intercultural and postcolonial approaches, which are currently suggested, and proposes three principles of teaching Nigeria in the context of transcultural, cosmopolitan citizenship education. A practical example of how to teach aspects of religious beliefs in Nigeria concludes this article.

Frauke Matz

Michael Rogge

Widening the Horizon

拓宽视野

The article considers the linguistic essence of postdramatic theatre by submitting its play-defining and play-realisational elements to analysis from a linguistic semiotic perspective. In doing so, it is argued that a ‘stylistics’ understanding of theatre and drama must connect directly to such characterising features and establish the linguistic structures that systematically express these dramatic and theatrical elements as ‘signs’. Since the ‘postdramatic’ is understood as a late 20th/early 21st century set of trends in theatre production which complements but also challenges existing ‘dramatic’ practice and is characterised in relation to such, linguistic analysis must equally compare and contrast the two. In the present study, this is achieved by the further refinement of a linguistic semiotic framework of analysis for postdramatic theatre which has previously been developed for dramatic theatre (James and Gomceli 2018). The play under consideration, Disco Pigs by Enda Walsh, is chosen for the exemplification of the present analysis since it can be shown to manifest particularly explicitly both the dramatic and postdramatic of theatre practice.

Allan James

Linguistic layering and the play semiotics of postdramatic (and dramatic) theatre

语言层次与后戏剧（及戏剧）剧场的表演符号学

In this paper, I argue that Henry James’s unreliability in his short fiction shows a recurring peculiarity hitherto undiscussed or, at best, subsumed under the standard approach to this phenomenon. Even when his character-narrators report questionable information at odds with the authorial design as inferred by the reader, they seldom fail to trace such information to their own subjectivities and distinguish it explicitly from authenticated fictional fact. Relying on the metarepresentational capacity of real (and realistic) minds to process information inseparably from its source and aided by key rhetorical notions, I theorize this special kind of unreliability which I call overt, transparent, or selfacknowledged. Then I explore its different manifestations in “The Diary of a Man of Fifty” (1878), “The Aspern Papers” (1888), and “The Way It Came” (1898), three Jamesian tales whose narrators variously manage to keep track of their own minds as the source of their (often unwarranted) representations. On the resulting evidence I conclude that the limits of James’s unreliable narration are narrower and less disruptive than customarily held to be.

José A. Álvarez-Amorós

Overt Unreliability and the Metarepresentational Frame

公开的不一致性与元表征框架

<al:p>Heuberger 2003 analyzed monolingual English (learners’) dictionaries with regard to anthropocentrism, an ideology that regards nature primarily from the viewpoint of its usefulness to human beings. Focusing on reference works published in the mid-1990s, that article identified strong anthropocentric biases concerning animals within definitions. 20 years later, the present article revisits the learners’ dictionaries examined in said study and investigates whether the treatment of animals has become more objective in the current editions.</al:p>

Reinhard Heuberger

Anthropocentrism in monolingual English learners’ dictionaries – Revisited

单语英语学习词典中的人类中心主义——再探

Julia Sattler

Benjamin Franklin and Gottfried Achenwall, Amerika 1766. Anmerkungen über Nordamerika, und über dasige Großbritannische Colonien. Published and commented by Heinrich Detering and Lisa Kunze. Wallstein, 2023

本杰明·富兰克林与戈特弗里德·阿亨瓦尔，1766年美洲。关于北美及大不列颠在该地区的殖民地的评论。海因里希·德特林与丽莎·昆泽编辑并评论。瓦尔斯坦出版社，2023年。

<mo:p>This paper reports on a qualitative study of dictionary use at the School of Economics and Business, University of Ljubljana, Slovenia, during which nine students were given look-up tasks with the online Merriam–Webster Learner’s Dictionary. The study employed a combination of research methods: semi-structured oral interviews and the researchers’ direct observation of the participants as they looked up words. As the students completed these tasks, they were observed and questioned about their habits of dictionary use, their lookup experience, and their perceptions of the utility and quality of the dictionary definitions and examples. The results provide insight into the efficacy of the specific dictionary used. In addition, the study reveals much about how these students regard dictionaries and how they approach their use. Many of the participants had no relationship with dictionaries and no real understanding of their purpose. Their comments demonstrate that they are “demanding” users with very firm ideas and high expectations about the type of information they wish to receive in an online dictionary – and how they prefer to have it delivered. Some recommendations are made for those involved in learner lexicography concerning the improvement of part-of-speech information to make lookup easier, improvement of dictionary examples and improvement of the way dictionary information is presented. This paper also discusses what the takeaways are for concerned dictionary makers; in particular, it will reflect on how students should be taught about dictionaries today – if we still want them to use dictionaries tomorrow.</mo:p>

Alenka Vrbinc

Donna M. Farina

Marjeta Vrbinc

Reflections on the Slovenian Dictionary User Study of 2018: What does it tell us?

2018年斯洛文尼亚词典用户研究反思：它告诉我们什么？

<uab:p>This contribution aims to provide an overview of current concepts of film literacies in the (English) language classroom in Germany. Against the background of a working definition of film literacies, three central models are being discussed with regards to their general composition, highlighted aspects, and potential blind spots. These models are Blell and Lütge’s (2008) notion of Filmbildung; Blell, Grünewald, Kepser and Surkamp’s (2016b) comprehensive study of film in language education; and Viebrock’s (2016) concept of film literacy in English language teaching. In addition, this contribution also takes into account further contributions to the discourse on film-based language education, with a particular focus on multiliteracies-informed approaches and approaches to cultural learning with films. To conclude this overview, the article highlights central insights gained from the discussion and points to open desiderata in the field.</uab:p>

Ricardo Römhild

Concepts of film literacies in (English) Language Education

(英语)语言教育中的电影素养概念

<gr:p>At secondary level, great importance is put in teaching and assessment on the ability to write texts that meet the conventions of text types. For the Austrian school system, descriptions of text types for German, English, French, Italian and Spanish are available. However, the text types differ across languages. This study focuses on English. It uses a set of 23 descriptive statements, derived from text linguistic theory, to empirically investigate their suitability to characterise the constructs held by practicing teachers for eight text types for L2 English. This approach has already been applied to German as the language of instruction (Sigott et al. 2020) and can be applied to all other languages. The results for English show that the suitability of the 23 statements varies considerably across text types. A subset of statements turns out to be suitable as dimensions for comparing all the English text types. In addition, statements are identified which are suitable to characterise individual text types and statements which should not be considered in describing text types and, therefore, not used in formulating assessment criteria. This is valuable information for teaching and relevant for assessment practice. These results are presented in a polarity profile for each text type.</gr:p>

Günther Sigott

Samuel Hafner

Hermann Cesnik

Theresa Weiler

Kristina Leitner

Eva Dousset-Ortner

Text types in the Austrian Standardized National School-Leaving Exam for English

奥地利英语标准化毕业考试中的文本类型

Publication Information	Publisher: Gunter Narr Verlag，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2002，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 0.00%

AAA - Arbeiten aus Anglistik und Amerikanistik

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