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Journal articles on the topic 'English drama Drama'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Donegan, Robert. "Process Drama and Teacher in Role in ELT." JALT PIE SIG: Mask and Gavel 8, no. 1 (January 2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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2

Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (January 29, 2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry professionals and viewers in Japan to consider both themes. The article proposes that there are different intensities by which Danish television dramas brand Denmark and the Nordic region; it discusses the implications of the use of English, and how branding the nation involves processes that are intrinsically fragile and require symbiotic relations with other languages and other nations to be successful. This article forms part of the Theorizing Media in Nation Branding Special Issue.

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3

Ta Park, Van My, R. Henry Olaisen, Quyen Vuong, Lisa G. Rosas, and Mildred K. Cho. "Using Korean Dramas as a Precision Mental Health Education Tool for Asian Americans: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 18, 2019): 2151. http://dx.doi.org/10.3390/ijerph16122151.

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Precision mental health (MH) holds great potential for revolutionizing MH care and reducing the burden of mental illness. Efforts to engage Asian Americans in precision MH research is necessary to help reduce MH disparities. Korean drama (“K-drama”) television shows may be an effective educational tool to increase precision MH knowledge, attitudes, and behaviors (KAB) among Asian Americans. This study determined whether KAB improved after participating in a K-drama precision MH workshop, and examined the participants’ perspectives about K-dramas’ utility as an educational tool. A K-drama precision MH workshop in English/Vietnamese/Korean was conducted with a convenience sample (n = 122). Pre-/post-tests on precision MH KAB (genetics and genetic testing, and MH and help-seeking) and a survey on K-dramas’ utility as an educational tool were administered. Findings revealed a significant difference in the pre- and post-test KAB scores overall, by genetics and genetic testing, and by MH and help-seeking. There were also significant increases in the overall post-test KAB scores by workshop (language) participation. Overall, participants responded positively on the utility of K-dramas as a precision MH educational tool. This study demonstrates the feasibility of K-drama as an innovative and widely available health education tool to educate communities about precision MH.

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4

Sagar, Aparajita, and Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960." World Literature Today 68, no. 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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5

Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (August 2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

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This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

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6

Fareeha Zaheer. "Theatrical Milieu: Investigating Drama and Theatre in tandem with Socio-Political Landscape of Pakistan." sjesr 4, no. 2 (May 25, 2021): 278–87. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(278-287).

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This study is an attempt to trace the impacts of socio-political conditions in the formation and evolution of drama and theatre traditions in Pakistan. It provides the genesis of theatre and drama in Pakistan intertwining it with the past and present situations of this genre of literature. It also ventures at the inert position of drama and theatre in English in Pakistan. Qualitative textual analysis is conducted to analyze and highlight the major available critical acumen in the genre of Pakistani drama and theatre. The methodology adopted is interpretive of the theatrical performances by major theatre groups, and the contributions of key playwrights in cementing the foundation of drama and theatre traditions. The major findings are related to the socio-political situations prevalent since the inception of Pakistan and their significance in shaping both dramas in writing and drama in performance. It also examines the role of pioneer theatrical groups and their projects that carved a niche in the theatrical landscape of Pakistan. As compared to fiction theatre and drama remained sporadic and lackluster affair in Pakistan, it is vital to have a deeper understanding and clarity of the socio-political issues that shaped resistance &political theatres and later commercial theatre groups.

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7

Seniarika, Seniarika. "Investigating Drama in Teaching Practice." Edukasi Lingua Sastra 15, no. 2 (January 11, 2018): 92–100. http://dx.doi.org/10.47637/elsa.v15i2.71.

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Drama is widely used in English class inasmuch as drama is considered as a way to learn English effectively. A lot of researcher conducted studies on drama either aimed to find out the benefits obtained through drama or aimed to find out the difficulties that might be found by the learners in drama. This article reviews five articles in relation with drama. The researcher in those studies investigated drama from different perspective. The result found in this study is expected to be consideration in implementing drama in teaching practice.

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8

Wickham, Glynne, Marianne G. Briscoe, and John C. Coldewey. "Contexts for Early English Drama." Modern Language Review 86, no. 4 (October 1991): 971. http://dx.doi.org/10.2307/3732563.

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9

Wetmore, Kevin J. "Modern Japanese Drama in English." Asian Theatre Journal 23, no. 1 (2006): 179–205. http://dx.doi.org/10.1353/atj.2006.0013.

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10

WIGGINS, MARTIN. "MORINDOS AND ENGLISH RENAISSANCE DRAMA." Notes and Queries 41, no. 4 (December 1, 1994): 505–7. http://dx.doi.org/10.1093/nq/41-4-505.

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11

Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (March 31, 2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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12

Wulstan, D. "Early English religious drama: Richard Rastall, Minstrels playing: music in early English religious drama." Early Music XXX, no. 4 (November 1, 2002): 620–21. http://dx.doi.org/10.1093/em/xxx.4.620.

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13

Moghadam, Saman M., and Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners." Global Journal of Foreign Language Teaching 8, no. 2 (May 29, 2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

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Meredith, Peter, A. C. Cawley, Marion Jones, Peter F. McDonald, David Mills, Richard Beadle, and Pamela M. King. "The Revels History of Drama in English. Volume I: Medieval Drama." Modern Language Review 82, no. 3 (July 1987): 699. http://dx.doi.org/10.2307/3730435.

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A. Aladini, Alaa, and Mohammad Abu Owda. "Students' Self-Efficacy Towards Learning English Through Drama and CLIL." Research Journal of Education, no. 68 (October 14, 2020): 113–20. http://dx.doi.org/10.32861/rje.68.113.120.

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This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

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16

Kankol, Sławomir. "No more drama." Świat i Słowo 35, no. 2 (November 26, 2020): 389–405. http://dx.doi.org/10.5604/01.3001.0014.5487.

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The article is a review of Here We Are, the latest novel by contemporary English novelist Graham Swift, published in the spring of 2020. The text is considered in the context of the author’s earlier work, which the often self-reflexive narrative references at a number of points. The author’s use of understatement and the motif of parenthood also receive the reviewer’s attention.

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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (December 31, 2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.

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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.

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18

Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China." English Language Teaching 12, no. 7 (June 8, 2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.

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Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students’ core competencies development. Drawing on the participants’ interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the students’ English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students’ language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.

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19

Kardiansyah, M. Yuseano. "English Drama in the Late of Victorian Period (1880-1901): Realism in Drama Genre Revival." TEKNOSASTIK 15, no. 2 (October 18, 2019): 64. http://dx.doi.org/10.33365/ts.v15i2.100.

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A progressive growth in literature was seen significantly during Victorian period. These decades also saw an overdue revival of drama, in which the existence of drama was started to improve when entering late of Victorian period. Along with that situation, Thomas William Robertson (1829-1871) emerged as a popular drama writer at that time besides the coming of Henrik Ibsen’s works in 1880’s. However, Robertson’s popularity was defeated by other dramatists during late of Victorian period (1880-1901), drama writer like Oscar Wilde (1854-1900). Beside Wilde, there were several well known dramatists during late of Victorian period. Dramatists as Shaw, Jones, and Pinero were also influential toward the development of drama at that time. In the discussion of English drama development, role of late Victorian period’s dramatists was really important toward the development of modern drama. Their works and efforts really influenced the triumph of realism and development of drama after Victorian period ended. Therefore, the development of drama during late of Victorian period is discussed in this particular writing, due to the important roles of dramatist such as Wilde, Shaw, Pinero, and Jones. Here, their roles to the revival of English drama and the trend of realism in the history of English literature are very important.

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20

Abramson, Glenda. "Israeli Holocaust Drama." Journal of Jewish Studies 48, no. 2 (October 1, 1997): 419–21. http://dx.doi.org/10.18647/2048/jjs-1997.

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21

Kwiecień-Niedziela, Edyta, Krzysztof Polok, and Eva Mala. "Drama Techniques as Correlators of the Level of English Language Speaking Anxiety." Integration of Education 24, no. 1 (March 31, 2020): 98–110. http://dx.doi.org/10.15507/1991-9468.098.024.202001.098-110.

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Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.

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22

Budiarto, Budiarto. "THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA AND CULTURE IN SPEAKING CLASS." Journal of English Language and Literature (JELL) 5, no. 02 (September 4, 2020): 11–16. http://dx.doi.org/10.37110/jell.v5i02.100.

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A research conducted at STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018. It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

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23

Clifford, Dafna. "Sprache des Dramas—Drama der Sprache, Zur Poetik der Nelly Sachs." Journal of Jewish Studies 49, no. 1 (April 1, 1998): 191–92. http://dx.doi.org/10.18647/2105/jjs-1998.

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Farrah, Mohammed, Balsam Halahla, and Shahd Sider. "Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques." Journal on English as a Foreign Language 11, no. 1 (March 7, 2021): 85–103. http://dx.doi.org/10.23971/jefl.v11i1.2270.

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The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

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Mizusawa, Ken. "Drama-Based Playwriting: Teaching Playwriting Through Drama in the English Literature Classroom." Teaching Artist Journal 17, no. 1-2 (April 3, 2019): 3–10. http://dx.doi.org/10.1080/15411796.2019.1595968.

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Kovács, Gabriella. "Applied Drama and Theatre – Drama Techniques in Teaching English for Specific Purposes." Acta Universitatis Sapientiae, Philologica 6, no. 3 (December 1, 2014): 391–409. http://dx.doi.org/10.1515/ausp-2015-0026.

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AbstractTheatre is a source to which teachers often turn for fresh ideas and methods. This study tries to unfold and follow the path which leads from theatre and drama to institutional education, and reveal the complex interdisciplinary connections and relations which have made it possible to use some of the experiences and methods accumulated in the field of actor training and applied drama and theatre in teaching English for specific purposes.

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (February 6, 2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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Jihan and Hendriwanto. "University Students' Reflection on Learning English through Drama." Borneo Educational Journal (Borju) 3, no. 1 (February 26, 2021): 1–7. http://dx.doi.org/10.24903/bej.v3i1.705.

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Speaking skills is common in higher education and can be a significant source of anxiety and stress. This study was designed to measure the student's experience and self-esteem of speaking skills through drama performance. The research was conducted a qualitative interviewing method and analyzed using narrative inquiry. This study participants were English department students who have completed the drama subject in the fifth semester. The instrument used for collecting the data was an interview guide. This study revealed that drama makes students feel confident and self-esteem, freedom of expression, and improved speaking skills. It is supported by students' preparation in action and lecturers' feedback and appreciation in drama. The implications for lecturers involved in speaking performance include drama to consider their involvement in the process of student engagement in preparing for the performance. Because with the preparation time, the input and praise they receive can significantly affect their self-confidence, self-esteem, and the results of their appearance.

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Aquilia, Pieter. "Endangered Genre: English-Language Television Drama in Singapore." Media International Australia 115, no. 1 (May 2005): 71–81. http://dx.doi.org/10.1177/1329878x0511500108.

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For 40 years, the Singapore government has successfully promoted the English language for its citizens to operate in an international Western economy. However, English-language television drama, with no cultural-linguistic roots in Singapore's multi-Asian society, has been heavily criticised for its lack of quality in comparison to its successful Chinese-language counterpart. A case study of the prime-time drama @Moulmein High demonstrates how state involvement in English-language television has an impact on drama's content, popularity and commercial aims. This paper explores whether a television network endowed with the responsibility of maintaining a national value system can produce a TV drama series able to win favour with an increasingly English-educated local audience, and whether the drama can translate to television markets outside Singapore.

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30

Wozniak, Heather Anne. "THE PLAY WITH A PAST: ARTHUR WING PINERO'S NEW DRAMA." Victorian Literature and Culture 37, no. 2 (September 2009): 391–409. http://dx.doi.org/10.1017/s1060150309090251.

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In the late Victorian period, when writers, critics, and actors of the English theatre became obsessed with defining a decidedly New Drama – with establishing its history, directing its progress forward, and creating a literary drama – the majority of the plays produced focused upon forms of femininity. Strangely, these innovative dramas engaged not with the future, but with an all-too-familiar stock character: the woman with a past. This well-known type was “a lady whose previous conduct, rightly or wrongly, disqualified her from any position of rank or respect” (Rowell 108–09). Familiar examples of such plays include George Bernard Shaw's Mrs. Warren's Profession (1893) and Oscar Wilde's Lady Windermere's Fan (1892); lesser-known ones include Henry Arthur Jones's Case of Rebellious Susan (1894) and two plays that form the focus of this essay, Arthur Wing Pinero's The Second Mrs. Tanqueray (1893) and The Notorious Mrs. Ebbsmith (1895). Several English theatre historians (including Richard Dietrich and Jean Chothia) present these plays as the basis of modern intellectual drama, yet none explains the paradox that the theatre of modernity is founded upon the woman with a past, a figure whose future in these plays is foreclosed or ambivalently conceptualized at best.

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Aris, Qori Islami. "Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda." Jurnal Pustaka Budaya 5, no. 1 (February 26, 2018): 29–35. http://dx.doi.org/10.31849/pb.v5i1.1459.

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Abstrak Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhkan reading skill yang mumpuni. Sementara pada writing skill mahasiswa diharapkan dapat menulis naskah teks drama yang ingin dipentaskan. Berdasarkan masalah ini, penulis tertarik untuk melakukan penelitian dengan judul “Model Pembelajaran Role Play dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda”. Tujuan dilakukannya penelitian ini untuk melihat bagaimana model pembelajaran Role Play dapat meningkatkan kemampuan bermain drama. Berdasarkan data yang diperoleh, Penerapan model pembelajaran Role Play membantu meningkatkan kemampuan bermain drama mahasiswa jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda dengan peningkatan Persentase Penilaian Hasil sebesar 29,20%. Kata Kunci : Role Play, Peningkatan Bermain Drama Abstract Drama course of English Literature of Foreign Language School Persada Bunda focuses on text analysis and dialogue. Playing the drama can also increase the four skills that must be possessed by students of English literature that is speaking skills, listening skills, reading skills, and writing skills. Through the speaking skills, students have been doing the talking activity. While listening skills, the student has been doing a listening activity. When reading a snippet of dialogue in a drama script, students do reading and of course, required a qualified reading skill. While the writing skill students are expected to write a drama text script to be staged. Based on this problem, the authors are interested in conducting research under the title "Role Play Learning Model in Enhancing the Ability to play Drama Students of English Literature of Foreign Language School of Foreign Studies (STIBA) Persada Bunda". The purpose of this research is to see how the Role Play learning model can improve the ability to play drama. Based on the data obtained, Implementation of Role Play learning model helps to improve the ability to play drama majoring in English Literature of Foreign Language School Persada Bunda with an increase of the percentage of Result Assessment of 29.20%. Key Words: Role Play, Improved Drama Play

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Comensoli, Viviana, and David George. "Records of Early English Drama: Lancashire." Sixteenth Century Journal 24, no. 2 (1993): 453. http://dx.doi.org/10.2307/2541966.

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Ardolino, Frank, and Jack D'Amico. "The Moor in English Renaissance Drama." Sixteenth Century Journal 24, no. 3 (1993): 775. http://dx.doi.org/10.2307/2542179.

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Comensoli, Viviana, and Alan H. Nelson. "Records of Early English Drama: Cambridge." Sixteenth Century Journal 21, no. 4 (1990): 747. http://dx.doi.org/10.2307/2542246.

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35

Evans, Robert C., and Dale B. J. Randall. "Winter Fruit: English Drama, 1642-1660." Sixteenth Century Journal 28, no. 3 (1997): 1053. http://dx.doi.org/10.2307/2543114.

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Desens, Marliss, and Dale B. J. Randall. "Winter Fruit: English Drama 1642-1660." Rocky Mountain Review of Language and Literature 50, no. 2 (1996): 205. http://dx.doi.org/10.2307/1348246.

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37

Vander Motten, J. P. "Derek Hughes, English Drama 1660 - 1700." Documenta 15, no. 2 (May 12, 2019): 129–33. http://dx.doi.org/10.21825/doc.v15i2.11133.

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Levenson, Jill L., Peter Davison, and S. Gorley Putt. "Contrasting Approaches To Early English Drama." Shakespeare Quarterly 36, no. 3 (1985): 380. http://dx.doi.org/10.2307/2869729.

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39

Lancashire, Anne, and Sylvia Stoler Wagonheim. "Annals of English Drama 975-1700." Shakespeare Quarterly 42, no. 2 (1991): 225. http://dx.doi.org/10.2307/2870549.

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40

Shahane, Vasant A., and S. Krishna Bhatta. "Indian English Drama: A Critical Study." World Literature Today 62, no. 3 (1988): 509. http://dx.doi.org/10.2307/40144477.

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41

Haynes, Robert, and J. Alan B. Somerset. "Shropshire (Records of Early English Drama)." Sixteenth Century Journal 29, no. 1 (1998): 301. http://dx.doi.org/10.2307/2544506.

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42

Butler, Martin, and Dale B. J. Randall. "Winter Fruit: English Drama 1642-1660." Shakespeare Quarterly 49, no. 1 (1998): 93. http://dx.doi.org/10.2307/2902213.

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43

Gurr, Andrew, and J. Alan B. Somerset. "Records of Early English Drama: Shropshire." Modern Language Review 92, no. 2 (April 1997): 438. http://dx.doi.org/10.2307/3734840.

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Smith, M. Rick, and Cameron Louis. "Records of Early English Drama: Sussex." Sixteenth Century Journal 34, no. 2 (July 1, 2003): 601. http://dx.doi.org/10.2307/20061508.

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Cannan, Paul D. "English Drama, 1660-1700. Derek Hughes." Modern Philology 97, no. 1 (August 1999): 114–17. http://dx.doi.org/10.1086/492816.

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46

Davidson, Clifford. "Positional Symbolism and English Medieval Drama." Comparative Drama 25, no. 1 (1991): 66–76. http://dx.doi.org/10.1353/cdr.1991.0004.

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Davis, D. F. "Book Review: Drama in English Teaching." Australian Journal of Education 30, no. 3 (November 1986): 300–301. http://dx.doi.org/10.1177/000494418603000307.

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Lutzky, Ursula, and Jane Demmen. "Pray in Early Modern English drama." Journal of Historical Pragmatics 14, no. 2 (May 17, 2013): 263–84. http://dx.doi.org/10.1075/jhp.14.2.05lut.

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Abstract:

This study seeks to provide new insights into the development and use of pray in Early Modern English. The study is based on the sociopragmatically annotated Drama Corpus, which combines the drama text samples of three different Early Modern English corpora, comprising a total of 242,561 words from a time span of 1500 to 1760. We investigate the quantitative distribution of the different forms in which pray appears during this period, and the influence of the variables of social status and gender. The aim of the current study is consequently to shed more light on the sociopragmatic nature of pray forms, and to reach a more profound understanding of their use in the Early Modern English period.

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Diller, Hans-Jürgen. "Code-Switching in Medieval English Drama." Comparative Drama 31, no. 4 (1997): 506–37. http://dx.doi.org/10.1353/cdr.1997.0016.

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Dow, Frances D. "Dangerous matter. English drama and politics." History of European Ideas 9, no. 6 (January 1988): 729–31. http://dx.doi.org/10.1016/0191-6599(88)90109-x.

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