Academic literature on the topic 'Motion pictures – Nigeria'

06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284.06–239Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es), Learners' preferences regarding types of language school: An exploratory market research. System (Elsevier) 34.1 (2006), 135–148.06–240Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb), University students' beliefs about learning English and French in Lebanon. System (Elsevier) 34.1 (2006), 80–96.06–241Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt), A peek into what today's language learners as researchers actually do. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355.06–242Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System (Elsevier) 34.1 (2006), 55–67.06–243Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program. The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11.06–244Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk), Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL (Cambridge University Press) 17.2 (2005), 197–216.06–245Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255.06–246Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses. System (Elsevier) 34.1 (2006), 97–118.06–247Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434.06–248Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; Peter.Kapec@fh-bonn-rhein-sieg.de) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser. ReCALL (Cambridge University Press) 17.2 (2005), 254–268.06–249Kervin, Lisa,Students talking about home–school communication: Can technology support this process?Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163.06–250Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348.06–251Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca), Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341.06–252Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners. The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9.06–253Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392.06–254Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65.06–255Munro, Murray J. (Simon Fraser U, Canada; mjmunro@sfu.ca), Tracey M. Derwing & Susan L. Morton, The mutual intelligibility of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131.06–256Myles, Florence (U Newcastle, UK; Florence.Myles@newcastle.ac.uk), French second language acquisition research: Setting the scene. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232.06–257Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com), Investigating peer tutoring. ELT Journal (Oxford University Press) 60.1 (2006), 13–22.06–258Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; petra.neumeier@lmu.de), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL (Cambridge University Press) 17.2 (2005), 163–178.06–259Noels, Kimberly, A. (U Alberta, Canada; knoels@ualberta.ca), Orientations to learning German: Heritage language learning and motivational substrates. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312.06–260Ohata, Kota (International Christian U, Tokyo, Japan; ohata@icu.ac.jp), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 21 pp.06–261Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi) & Olli Aaltonen, Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content. Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164.06–262Pichette, François (U Florida, USA; pichette@chuma1.cas.usf.edu), Time spent on reading and reading comprehension in second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 243–262.06–263Ramírez Verdugo, Dolores (U Autónoma de Madrid, Spain; dolores.ramirez@uam.es), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.06–264Sabourin, Laura (U Groningen, the Netherlands;), Laurie A. Stowe, Ger J. de Haan, Transfer effects in learning a second language grammatical gender system. Second Language Research (Hodder Arnold) 22.1 (2006), 1–29.06–265Simina, Vassiliki (Thessaloniki, Greece; vsimina@hotmail.com) & Marie-Josee Hamel, CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL (Cambridge University Press) 17.2 (2005), 217–228.06–266Sopata, Aldona (Adam Mickiewicz U, Poznań, Poland; sopata@amu.edu.pl), Optionality in non-native grammars: L2 acquisition of German constructions with absent expletives. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 177–193.06–267Tokeshi, Masanori (Meio U, Japan), Listening comprehension processes of 6 Japanese junior high school students in interactive settings. The Language Teacher (Japan Association for Language Teaching) 30.1 (2006), 3–7.06–268Trembley, Annie (U Hawai'i at Manoa, USA), On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults. Second Language Research (Hodder Arnold) 22.1 (2006), 30–63.06–269Trofimovich, Pavel (Concordia U, Montréal, Canada; pavel@education.concordia.ca) & Wendy Baker, Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 1–30.06–270Véronique, Daniel (U Paris III, France; Daniel.Véronique@univ-paris3.fr), The development of referential activities and clause-combining as aspects of the acquisition of discourse in French as L2. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 257–280.06–271Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th), Continuing change after the innovation. System (Elsevier) 34.1 (2006), 1–14.06–272Yazigi, Rana (Emirates National School, United Arab Emirates; ranayazigi@hotmail.com) & Paul Seedhouse, ‘Sharing time’ with young learners.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 26 pp.

The increasing popularity of Nigerian video-film, defined as the ‘Nollywood phenomenon’ (Barrot 2008, Haynes 2010, Adesokan 2011), has attracted recent interdisciplinary academic attention, now known as ‘Nollywood Studies’. The aesthetics and ideological approach of Nollywood video-film are often differentiated from those of the long-established and illustrious African Cinema. Films of Africa are, however, generally characterised by seemingly unique forms of the fantastic – an uneasy theme in scholarship on Nollywood. Although Nollywood video-film is commended by some scholars, its representation of the supernatural and the fantastic is often perceived to be demeaning. Considering the complexity of fantastic themes in creative arts of Africa, this study contributes to this field of study by positioning Nollywood as an interventionist artistic practice that subverts the division between art and popular culture. Further, it considers how this positioning could shift our thinking about what constitutes art and creative practice in Africa. The distinctions between art and popular culture have been inherited from particularly Western disciplines. A critical analysis of the fantastic in Nollywood could expand interpretations of the broader uses of new media and appropriation and develop the discourse on contemporary creative practices of Africa and the parameters of the art history discipline. I interrogate the visual language of the video-film medium through a discussion of other forms of artistic media such as photography, video art, and performance art. The fantastic themes, such as ‘magic’, ‘fetishism’ and violence, conveyed through new media open up a field of questions regarding contemporary social-political dynamics. The cultural value of Nollywood video-film is often based on who makes it. As a proletarian product, Nollywood has been underestimated as a ‘low’ form of culture. Its use of appropriated material connotes the complex dialectics that formulate class difference. I consider how a positioning of video-film as a creative practice could be complicated by the fact that it also operates as a theocentric implement that is used by churches to evangelise. Moreover, I examine how ‘epic’ films construct idyllic notions of ‘ethnicity’ based on dialectics of rational/irrational or real/fantastic. Nollywood video-film also creates images of fantastic spaces. In this thesis, I address concepts of space in Nollywood from which fantastic desire is constructed.

Religion has become one of the central themes in the Ghanaian/Nigerian video film industry. The portrayal of religious elements which mirrors the religious dynamics of the audience has been attributed partly to the success and popularity of the films. The video films have also excited religious passions as well as criticisms. The heart of the debate, as the existing studies indicate, is how the various religious traditions (often, Christianity and Indigenous religions) are represented in the video films. Whereas some scholars opine that Christianity, especially Pentecostal-Charismatic Churches are frequently privileged, others contend that the religious delineation in the video films reflect experiential issues; the churches are portrayed in line with the niche, positive or otherwise, that they have created for themselves which is well known to producers and the consumers. This study examines the religious constructs in the Ghanaian/Nigerian video films phenomenon. The main focus is an investigation into audience reception of the video films, particularly among the members of Pentecostal-Charismatic Christianity in Ghana and the UK. It also explores the appropriation of the religious elements in general and Pentecostal-Charismatic narratives in selected video films. An ethnographic research method, comprising mainly of textual analysis of selected video films; participant observation and qualitative interviews, was used to draw comparative insights from a cross section of members of Action Chapel International and Word Miracle International churches in Accra and London. This thesis contributes to the on-going discourse on the Ghanaian/Nigerian video films and Pentecostal-Charismatic Christianity partly popularized by Birgit Meyer and Afe Adogame. Hall’s Encoding/Decoding theoretical framework is used to explore the reception while the Uses and Gratifications theory is also adopted to examine the appropriation of the religious constructs in the Ghanaian/Nigerian video films. Notwithstanding the fluid representations of various religious traditions in Ghanaian/Nigerian video films, the findings show that the reception and uses of the religious narratives in the films by the audience comprise of a synthesis of full embrace on one hand and scepticism on the other. It was found that beyond entertainment, majority of the audience who were members of Pentecostal-Charismatic Christianity focus on the religious significance of the video films. Yet, most pastors and leaders in these churches were not comfortable recommending the video films as a good partner in the religious lives of their members. As this thesis focused on only Pentecostal-Charismatic audience, further research on members of other Christian denominations or religions regarding their self-representation in the video films is recommended. This will help to establish if the reception pattern of other religious groups is complex or linked directly with the portrayal trend of one’s religion.

Motivated by a concern as to why Zambians are attracted to foreign media in the form of Nigerian movies, this thesis is a qualitative audience study which investigates the popularity of Nigerian movies in Zambia with a focus on Lusaka viewers. Against the dominance of Western media and most especially Hollywood movies, this study explores the popularity of Nigerian movies in Zambia which highlights the circulation of media within and between non-Western countries. This is an aspect of trans-national cultural flows that has been ignored in theories of media imperialism. The thesis argues that the widespread popularity of Nigerian movies in Africa and in Zambia in particular necessitates a revision of the conceptions of global cultural flows that privilege the centrality of the West but ignore other centres engaged in contemporary cultural production.

Thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirement for the degree of Doctor of Philosophy. Johannesburg, 2017
This thesis explores the contribution and significance of Multichoice Nigeria and its Africa Magic channels in the development of the Nigerian film industry. The main objective of the study is an interrogation of the terms of Multichoice contracts with Nollywood content producers as well as a review of the effect of the programmes of Multichoice on content producers. The second key objective is to examine the development impacts of these initiatives on the Nigerian film industry. Semi-structured in-depth interviews were conducted with industry practitioners, representatives of the Multichoice and officials of government agencies in Nigeria in addition to analysis of policy documents. The thesis is influenced by critical political economy and the critical media industry studies approach developed by Haves, Lotz and Tinic (2009) whose study of creative and entertainment industries focuses on content producers and cultures of production in media corporations. The study examines Multichoice’s production initiatives as perceived by Nollywood content producers, and provides situated accounts of Nollywood filmmakers’ experiences, encounters, pressures and tensions which undermine Multichoice’s apparent social objectives. It modifies the production culture to the culture of business in the media industry and exposes the need for industry practitioners to engage intellectual property lawyers in their business dealings with Multichoice and other corporate agencies in order to forestall exploitation. While highlighting the complexities, contradictions and ambiguities in the Multichoice-Nollywood relationship, as well as the challenges confronting Nollywood, I argue that contrary to the reservations of the content producers, the industry has benefited from Multichoice in direct and indirect ways. These include improved quality of film production, the increased online presence of Nollywood films, enhancing the local tourism and hospitality industry and promoting professionalism. The study therefore recommends government intervention to address the existing mistrust between Multichoice and Nollywood. The study inspires the “early bird theory” to interpret the Multichoice-Nollywood relationship and experience; studying similar relationships between media corporations and the local film industries in Third World nations. This thesis makes original contribution to knowledge by providing resource material to the scarce literature in critical media industry studies with particular regard to the African film industry.
XL2018

Thesis (Ph.D.)--University of Alberta, 2009.
Title from pdf file main screen (viewed on July 31, 2009). "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of English and Film Studies." Includes bibliographical references.

This study explored film as a supplementary aid in teaching adults about HIV/AIDS in the Igueben area of Edo State (Nigeria). It drew on the theory and practice of film to enhance the awareness of HIV/AIDS campaign strategies in ways that are not possible with other teaching aids. The findings of the study supported the literature, which indicates that unlike film,reading materials are not accessible to illiterate adults in rural communities. Two hundred (200) participants were used in the first approach (quantitative), while fifteen (15) illiterate adults were purposively selected from the area to participate in the second approach (qualitative). The research was undertaken within an interpretivist framwork in the sense that it was a communal process informed by participating illiterate adults, and was sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010). The study confirmed the role of film, particularly Nigerian movies, in promoting information and education on HIV/AIDS. The findings highlighted the need for on-going education about HIV/AIDS and its treatment, especially among the rural illiterate. The study, in summary established that the programmes offered by HIV/AIDS organisers (governmental and nongovernmental) would be more effective if film is included in the campaign against the disease.
Curriculum and Instructional Studies
D. Ed. (Didactics)