Academic literature on the topic 'University of Arizona. – Dept. of Drama'

Change of editorship. The present volume of Language in Society (vol. 29, 2000) marks a transition in the editorship of the journal; the newly appointed editor is Jane H. Hill.From the beginning of 2000, then, all manuscripts submitted for publication, all books offered for review, and all new editorial correspondence should be sent to Prof. Jane H. Hill, Editor, Language in Society, Dept. of Anthropology, University of Arizona, Tucson, AZ 85721.

This article continues NTQ's explorations, commenced in NTQ18 (1989) and NTQ23 (1990), of the interactions between theatrical performance and emerging views of nature coming out of the ‘new sciences’. Here, Michael Vanden Heuvel argues that analogies between quantum science and performance are productive mainly in reference to work which investigates the nature of perception, and which foregrounds the spectator's awareness of the ‘event-ness’ of theatrical performance. Models drawn from the new science of ‘chaotics’, on the other hand, appear more applicable to performances which seek to move beyond phenomenology into the sphere of cultural discourse. He offers as an example of this ‘post-quantum’ theatre the work of the renowned New York collective the Wooster Group, whose performances create a dialogics between order and disorder which acts to map dynamic interactions between hegemony and difference in American culture. Michael Vanden Heuvel is Assistant Professor of English and Interdisciplinary Humanities at Arizona State University. His Performing Drama/Dramatizing Performance: Alternative Theatre and the Dramatic Text was published by the University of Michigan Press in 1991, and he has written articles and reviews for Theatre Journal and Contemporary Literature.

In what would a postmodern theatrum mundi, or ‘theatre of the world’, consist? In an ironic inversion of the very concept, with the microcosm issuing a unilateral declaration of independence – or of incorporation? Or in a neo-neoplatonic recognition that it is but a cultural construct of an outer world that is itself culturally constructed? In the following article, Baz Kershaw makes connections between the high-imperial Victorian love of glasshouses, which at once created and constrained their ‘theatre of nature’, and the massive 'nineties ecological experiment of ‘Biosphere II’ – ‘a gigantic glass ark the size of an aircraft hangar situated in the Southern Arizona desert’, which embraces all the main types of terrain in the global eco-system. In the Biosphere's ambiguous position between deeply serious scientific experiment and commodified theme park, Kershaw sees an hermetically-sealed system analogous to much contemporary theatre – whose intrinsic opacity is often further blurred by a theorizing no less reductive than that of the obsessive Victorian taxonomists. He offers not answers, but ‘meditations’ on the problem of creating an ecologically meaningful theatre. Baz Kershaw, currently Professor of Drama at the University of Bristol, originally trained and worked as a design engineer. He has had extensive experience as a director and writer in radical theatre, including productions at the Drury Lane Arts Lab and as co-director of Medium Fair, the first mobile rural community arts group, and of the reminiscence theatre company Fair Old Times. He is the author of The Politics of Performance: Radical Theatre as Cultural Intervention (Routledge, 1992) and The Radical in Performance: Between Brecht and Baudrillard (Routledge, 1999), and co-author of Engineers of the Imagination: the Welfare State Handbook (Methuen, 1990).

With great enthusiasm and excitement I turned to this English translation of the Erlauer Spiele, magisterially done by Stephen K. Wright, Professor Emeritus of English at the Catholic University of America, and I was not disappointed. With great philological skills and great aplomb he tackles his task and makes available five major Christmas and Easter plays from fifteenth-century Carinthia, today in Austria, from the first half of the fifteenth century, in English. He introduces us in a very learned, yet also very lucid and clearly structured manner to the genre itself and the specifics of those five plays. Then follow the five plays themselves in translation, which are thoroughly annotated. Subsequently, Wright offers very brief excerpts from Erlau I (ll. 27–44), Erlau II (ll. 319–56), Erlau III (ll. 560–622), Erlau IV (ll. 330–70), and Erlau V (ll. 277–311). Those allow us to carry out at least a brief comparison between the original late medieval German text and the English translation. I can confirm that Wright has done an excellent translation job, although one could quibble over small matters here and there (V, 287: “so wirt guldein unser har” is: “so our hair will turn golden,” and not: “then our hair must be golden too!”). Those appendices, however, do not help us much at all to get a sense of the original works.

04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository texts: a developmental perspective. Discourse Processes (New York, USA), 38, 1 (2004), 57–94.04–317 Byon, Andrew Sangpil (State University of New York at Albany, USA; Email: abyon@albany.edu). Language socialisation and Korean as a heritage language: a study of Hawaiian classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 269–283.04–318 Chambers, Angela (University of Limerick, Ireland; Email: Angela.Chambers@ul.ie) and O'Sullivan, Íde. Corpus consultation and advanced learners' writing skills in French. ReCALL (Cambridge, UK), 16, 1 (2004), 158–172.04–319 Chan, Alice Y. W. (City U. of Hong Kong; Email: enalice@cityu.edu.hk). Noun phrases in Chinese and English: a study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 33–47.04–320 Choi, Y-J. (U. of Durham, UK; Email: yoonjeongchoi723@hotmail.com). Intercultural communication through drama in teaching English as an international language. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 127–156.04–321 Chun, Eunsil (Ewha Womens U., South Korea; Email: aceunsil@hananet.net). Effects of text types and tasks on Korean college students' reading comprehension. English Teaching (Anseonggun, South Korea), 59, 2 (2004), 75–100.04–322 Collentine, Joseph (Northern Arizona U., USA; Email: Joseph.Collentine@nau.edu). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition (New York, USA), 26 (2004), 227–248.04–323 Davies, Beatrice (Oxford Brookes U., UK). The gender gap in modern languages: a comparison of attitude and performance in year 7 and 10. Language Learning Journal (Oxford, UK), 29 (2004), 53–58.04–324 Díaz-Campos, Manuel (Indiana U., USA; Email: mdiazcam@indiana.edu). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition (New York, USA), 26 (2004), 249–273.04–325 Donato, Richard. Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 284–302.04–326 Felix, Uschi (Monash U., Australia; Email: Uschi.Felix@arts.monash.edu.au). A multivariate analysis of secondary students' experience of web-based language acquisition. ReCALL (Cambridge, UK), 16, 1 (2004), 237–249.04–327 Feuerhake, Evelyn, Fieseler, Caroline, Ohntrup, Joy-Sarah and Riemer, Claudia (U. of Bielefeld, Germany). Motivation und Sprachverlust in der L2 Französisch: eine retrospektive Übungsstudie. [Motivation and language attrition in French as a second language (L2): a retrospective research exercise.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 29.04–328 Field, John (U. of Leeds & Reading, UK; Email: jcf1000@dircon.co.uk). An insight into listeners' problems: too much bottom-up or too much top-down?System (Oxford, UK), 32, 3 (2004) 363–377.04–329 Freed, Barbara F., Segalowitz, Norman, and Dewey, Dan D. (Carnegie Mellon, U., USA; Email: bf0u+@andrew.cmu.edu). Context of learning and second language fluency in French. Studies in Second Language Acquisition (New York, USA), 26 (2004), 275–301.04–330 Grotjahn, Rüdiger (U. of Bochum, Germany). Test and Attitudes Scale for the Year Abroad (TESTATT): Sprachlernmotivation und Einstellungen gegenüber Sprechern der eigenen und der fremden Sprache. [Test and Attitudes Scale for the Year Abroad (TESTATT): Motivation to learn foreign languages and attitudes toward speakers of one's own and foreign language.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 23.04–331 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprache (I). [The European Language Portfolio (I).] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 104–110.04–332 Hopp, Marsha A. and Hopp, Theodore H. (ZigZag, Inc., USA; Email: marsha.hopp@newSLATE.com). NewSLATE: building a web-based infrastructure for learning non-Roman script languages. Calico Journal (Texas, USA), 21, 3 (2004), 541–555.04–333 Jun Zhang, Lawrence (Nanyang Tech. U., Singapore; Email: izhang@nie.edu.sg). Research into Chinese EFL learner strategies: methods, findings and instructional issues. RELC Journal (Singapore), 34, 3 (2003), 284–322.04–334 Kim, H-D. (The Catholic U. of Korea, Korea). Individual Differences in Motivation with Regard to Reactions to ELT Materials. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 177–203.04–335 Kirchner, Katharina (University of Hamburg, Germany). Motivation beim Fremdsprachenerwerb. Eine qualitative Pilotstudie zur Motivation schwedischer Deutschlerner. [Motivation in foreign language acquisition. A qualitative pilot study on motivation of Swedish learners of German.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 32.04–336 Kleppin, Karin (U. of Leipzig, Germany). ‘Bei dem Lehrer kann man ja nichts lernen”. Zur Unterstützung der Motivation durch Sprachlernberatung. [‘You cannot learn anything from the teacher”: counselling in foreign language learning and its role as motivational support.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 16.04–337 Kormos, Judith (Eötvös Loránd University in Budapest, Hungary) and Dörnyei, Zoltán. The interaction of linguistics and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 19.04–338 Lafford, Barbara A. (Arizona State U., USA; Email: blafford@asu.edu). The effect of the context of learning on the use of communication strategies by learners of Spanish as a foreign language. Studies in Second Language Acquisition (New York, USA), 26 (2004), 201–225.04–339 Leahy, Christine (Nottingham Trent U., UK; Email: echristine.leahy@ntu.ac.uk). Observations in the computer room: L2 output and learner behaviour. ReCALL (Cambridge, UK), 16, 1 (2004), 124–144.04–340 Lee, Cynthia F. K. (Hong Kong Baptist U.; Email: cfklee@hkbu.edu.hk). Written requests in emails sent by adult Chinese learners of English. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004) 58–72.04–341 Leow, Ronald P. (Georgetown U., USA; Email: RLEOW@guvax.georgetown.edu), Egi, Takako, Nuevo, Ana María and Tsai, Ya-Chin. The roles of textual enhancement and type of linguistic item in adult L2 learners' comprehension and intake. Applied Language Learning (California, USA), 13, 2 (2003), 93–108.04–342 Lund, Randall J. Erwerbssequenzen im Klassenraum. [Order of acquisition in the classroom.]. Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 99–103.04–343 McBride, Nicole (London Metropolitan University, UK; Email: n.mcbride@londonmet.ac.uk). The role of the target language in cultural studies: two surveys in UK universities. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 298–311.04–344 McIntosh, N. Cameron and Noels, A. Kimberly (U. of Alberta, Canada). Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 28.04–345 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). Psycholinguistic evidence for split intransitivity in Spanish second language acquisition. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 239–267.04–346 Orsini-Jones, Marina (Coventry U., UK; Email: m.orsini@coventry.ac.uk). Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. ReCALL (Cambridge, UK), 16, 1 (2004), 189–209.04–347 Philip, William (Utrecht U., Netherlands; Email: bill.philip@let.uu.nl) and Botschuijver, Sabine. Discourse integration and indefinite subjects in child English. IRAL (Berlin, Germany), 42, 2 (2004), 189–201.04–348 Rivalland, Judith (Edith Cowan U., Australia). Oral language development and access to school discourses. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 2 (2004), 142–158.04–349 Rosa, Elena, M. and Leow, Ronald, P. (Georgetown U., USA). Awareness, different learning conditions, and second language development. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 269–292.04–350 Schwarz-Friesel, Monika. Kognitive Linguistik heute – Metaphernverstehen als Fallbeispiel. [Cognitive Linguistics today – the case of understanding metaphors.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 83–89.04–351 Segalowitz, Norman and Freed, Barbara, F. (Concordia U., USA; Email: sgalow@vax2.concordia.ca). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition (New York, USA), 26 (2004), 173–199.04–352 Sleeman, Petra (U. of Amsterdam, Netherlands; Email: A.P.Sleeman@uva.nl). Guided learners of French and the acquisition of emphatic constructions. IRAL (Berlin, Germany), 42, 2 (2004), 129–151.04–353 Takanashi, Yoshiri (Fukuoka U. of Education, Japan; Email: yt0917@fukuoka-edu.ac.jp). TEFL and communication styles in Japanese culture. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 1–14.04–354 Wang, Judy Huei-Yu (Georgetown U., USA; Email: jw235@Georgetown.edu) and Guthrie, John T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 162–186.04–355 Watts, Catherine (U. of Brighton, UK). Some reasons for the decline in numbers of MFL students at degree level. Language Learning Journal (Oxford, UK), 29 (2004), 59–67.04–356 Wingate, Ursula (Oxford U., UK). Dictionary use – the need to teach strategies. Language Learning Journal (Oxford, UK), 29 (2004), 5–11.04–357 Wong, Wynne (Ohio State U., USA; Email: wong.240@osu.edu). Textual enhancement and simplified input effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 109–132.