The paper argues that, in view of the current boom in English as a Lingua Franca (ELF) and related developments of globalisation, research on English as a World Language should pay more attention to economic factors. Sociolinguistic models of postcolonial English which emphasise speakers’ desires to express new local identities as the driving force behind the ongoing differentiation of English remain valid, but should be refined through engaging with work on the political economy of language and language planning. The potential benefits of such dialogue across disciplinary boundaries are illustrated in two brief case studies on English in India and in sub-Saharan Africa (where the focus is on recent realignments in the traditional English and French zones of linguistic influence). The paper concludes that establishing English as the global lingua franca for a multilingual world and for multilingual speakers makes economic and political sense for the 21st century world. Multilingualism of the ‘English Plus X’ type should also be embraced by global citizens whose native language is English.
{"title":"The study of World Englishes: Impulses from beyond linguistics","authors":"C. Mair","doi":"10.24053/aaa-2023-0001","DOIUrl":"https://doi.org/10.24053/aaa-2023-0001","url":null,"abstract":"The paper argues that, in view of the current boom in English as a Lingua Franca (ELF) and related developments of globalisation, research on English as a World Language should pay more attention to economic factors. Sociolinguistic models of postcolonial English which emphasise speakers’ desires to express new local identities as the driving force behind the ongoing differentiation of English remain valid, but should be refined through engaging with work on the political economy of language and language planning. The potential benefits of such dialogue across disciplinary boundaries are illustrated in two brief case studies on English in India and in sub-Saharan Africa (where the focus is on recent realignments in the traditional English and French zones of linguistic influence). The paper concludes that establishing English as the global lingua franca for a multilingual world and for multilingual speakers makes economic and political sense for the 21st century world. Multilingualism of the ‘English Plus X’ type should also be embraced by global citizens whose native language is English.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner Corpus Research (LCR) is a relative newcomer to the scene of research paradigms and methodologies within applied linguistics and second language acquisition (SLA) research. In addition to other types of data that have traditionally been used in SLA research, learner corpora provide large-scale principled collections of authentic, continuous and contextualized language use by foreign/second language (L2) learners that are stored in electronic format. They enable the systematic and (semi-)automatic extraction, visualization and analysis of large amounts of learner data in a way that was not possible before. Access to and analysis of learner corpus data is greatly facilitated by the digital medium, and the sheer quantity of data can help to explore SLA phenomena from non-experimental perspectives (Callies 2015). Although the majority of learner corpora may appear relatively small in size when compared to large reference corpora of several major European languages that comprise billions of words of text, they contain datasets for general use that are still many times larger than the oftentimes narrow(er) datasets collected in SLA research through more strictly controlled elicitation techniques. LCR as a field only emerged and became visible at the turn of the 1990s in the context of the popularization of corpus linguistics at large, but has rapidly evolved and grown in scope and sophistication over the past three to four decades. It now bears all signs of an established discipline: it has an academic journal, the International Journal of Learner Corpus Research, that has been publishing studies in LCR since 2013; two handbooks that survey the field and its links to the major neighbouring disciplines of corpus linguistics, SLA and language teaching (Granger, Gilquin and Meunier, eds., 2015; Tracy-Ventura and Paquot, eds., 2021); and a biennial, international conference that has been organised since 2011 under the aegis of the field’s own professional organisation, the Learner Corpus Association, officially founded in 2013. Because of its origin, LCR has initially been a relatively European-centred research field but has in the meantime made significant inroads into North America, South Africa (van Rooy 2019) and the Asia-Pacific region (Jung 2022). It is by now a vibrant and growing international community. This paper provides some perspectives on recent and current achievements and developments in the field, highlights several new trends and initiatives, but also discusses some challenges. The focus will be on LCR and the study of learner English.
学习者语料库研究(LCR)是应用语言学和第二语言习得研究范式和方法领域的一个相对较新的研究领域。除了传统上用于二语习得研究的其他类型的数据外，学习者语料库还以电子格式存储了外语/第二语言学习者真实、连续和情境化语言使用的大规模原则集合。它们能够以一种以前不可能的方式对大量学习者数据进行系统和(半)自动化的提取、可视化和分析。数字媒体极大地促进了对学习者语料库数据的访问和分析，大量的数据有助于从非实验的角度探索二语习得现象(Callies 2015)。尽管大多数学习者语料库与包含数十亿文本的欧洲主要语言的大型参考语料库相比可能显得相对较小，但它们包含的通用数据集仍然比通过更严格控制的引出技术在SLA研究中收集的通常狭窄的(er)数据集大许多倍。LCR作为一个领域是在20世纪90年代初在语料库语言学普及的背景下才出现和出现的，但在过去的三四十年间，它在范围和复杂性方面迅速发展和增长。如今，LCR已经具备了建立一门学科的所有迹象:它有一本学术期刊《国际学习者语料库研究期刊》(International journal of Learner Corpus Research)，自2013年以来一直在发表LCR方面的研究;两本手册，调查该领域及其与语料库语言学，二语习得和语言教学的主要邻近学科的联系(格兰杰，吉尔昆和默尼耶，编)。, 2015;特雷西-文图拉和帕科特主编。, 2021);自2011年以来，两年一次的国际会议一直在该领域自己的专业组织——学习者语料库协会(Learner Corpus Association)的支持下组织，该协会于2013年正式成立。由于其起源，LCR最初是一个相对以欧洲为中心的研究领域，但同时也在北美、南非(van Rooy 2019)和亚太地区(Jung 2022)取得了重大进展。到目前为止，这是一个充满活力和不断发展的国际社会。本文对该领域最近和当前的成就和发展提供了一些观点，强调了一些新的趋势和举措，但也讨论了一些挑战。重点是LCR和学习者英语的学习。
{"title":"Current perspectives on Learner Corpus Research","authors":"M. Callies","doi":"10.24053/aaa-2023-0002","DOIUrl":"https://doi.org/10.24053/aaa-2023-0002","url":null,"abstract":"Learner Corpus Research (LCR) is a relative newcomer to the scene of research paradigms and methodologies within applied linguistics and second language acquisition (SLA) research. In addition to other types of data that have traditionally been used in SLA research, learner corpora provide large-scale principled collections of authentic, continuous and contextualized language use by foreign/second language (L2) learners that are stored in electronic format. They enable the systematic and (semi-)automatic extraction, visualization and analysis of large amounts of learner data in a way that was not possible before. Access to and analysis of learner corpus data is greatly facilitated by the digital medium, and the sheer quantity of data can help to explore SLA phenomena from non-experimental perspectives (Callies 2015). Although the majority of learner corpora may appear relatively small in size when compared to large reference corpora of several major European languages that comprise billions of words of text, they contain datasets for general use that are still many times larger than the oftentimes narrow(er) datasets collected in SLA research through more strictly controlled elicitation techniques. LCR as a field only emerged and became visible at the turn of the 1990s in the context of the popularization of corpus linguistics at large, but has rapidly evolved and grown in scope and sophistication over the past three to four decades. It now bears all signs of an established discipline: it has an academic journal, the International Journal of Learner Corpus Research, that has been publishing studies in LCR since 2013; two handbooks that survey the field and its links to the major neighbouring disciplines of corpus linguistics, SLA and language teaching (Granger, Gilquin and Meunier, eds., 2015; Tracy-Ventura and Paquot, eds., 2021); and a biennial, international conference that has been organised since 2011 under the aegis of the field’s own professional organisation, the Learner Corpus Association, officially founded in 2013. Because of its origin, LCR has initially been a relatively European-centred research field but has in the meantime made significant inroads into North America, South Africa (van Rooy 2019) and the Asia-Pacific region (Jung 2022). It is by now a vibrant and growing international community. This paper provides some perspectives on recent and current achievements and developments in the field, highlights several new trends and initiatives, but also discusses some challenges. The focus will be on LCR and the study of learner English.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Heinz Tschachler, Washington Irving and the fantasy of masculinity. Escaping the woman within. Jefferson, NC: McFarland, 2022","authors":"Walter Grünzweig","doi":"10.24053/aaa-2023-0007","DOIUrl":"https://doi.org/10.24053/aaa-2023-0007","url":null,"abstract":"","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article makes a pioneering effort to explore the relationship between spy fiction, intelligence and the public sphere in Britain after World War Two. The secret British achievements of code-breaking, atomic science and deception in the World War of 1939–45 were outstanding. Similarly, the British contribution to spy fiction in the twentieth century has been seen as exceptional. However, the complex interconnections between the history and fictions of intelligence in the post-war decades have never been closely examined. This is a period during which the British state aggressively sought to suppress memoirs and histories written by wartime secret warriors. Other writers who chose to disclose aspects of their intelligence work through the idiom of spy fiction, however, met with a rather different response. In this period, we argue therefore, the relatively unpoliced spy story emerged as a tolerated form of leakage for wartime secrets. The public reputation of the British security establishment underwent a serious decline in the post-war years, in the wake of successive scandals and defections. British intelligence made a number of attempts to repair its battered image in this era, for example publicising a key case involving a Soviet double agent working for the West. However, fiction remained a key terrain on which an ongoing battle for the reputation of British intelligence continued to be fought out. From the early 1960s a significant new form began to emerge: the ‘New Realism’ of John le Carré. Widely accepted as an authentic image of the British intelligence ‘circus,’ these stories portrayed the British secret state in a strikingly harsh and revealing light. Working directly in response to le Carré, writers like John Bingham sought to counter with an altogether more positive impression of secret service. Again, the spy novel provided a key platform on which struggles over the public image of intelligence were fought out. In this way the essay draws together the history and fictions of the post-war decades to reveal an intimate correspondence between writers, secret service and the public understanding of intelligence.
{"title":"Secrets, leaks and the novel. Writers, British intelligence and the public sphere after World War Two","authors":"Jago Morrison, A. Burton","doi":"10.24053/aaa-2023-0004","DOIUrl":"https://doi.org/10.24053/aaa-2023-0004","url":null,"abstract":"This article makes a pioneering effort to explore the relationship between spy fiction, intelligence and the public sphere in Britain after World War Two. The secret British achievements of code-breaking, atomic science and deception in the World War of 1939–45 were outstanding. Similarly, the British contribution to spy fiction in the twentieth century has been seen as exceptional. However, the complex interconnections between the history and fictions of intelligence in the post-war decades have never been closely examined. This is a period during which the British state aggressively sought to suppress memoirs and histories written by wartime secret warriors. Other writers who chose to disclose aspects of their intelligence work through the idiom of spy fiction, however, met with a rather different response. In this period, we argue therefore, the relatively unpoliced spy story emerged as a tolerated form of leakage for wartime secrets. The public reputation of the British security establishment underwent a serious decline in the post-war years, in the wake of successive scandals and defections. British intelligence made a number of attempts to repair its battered image in this era, for example publicising a key case involving a Soviet double agent working for the West. However, fiction remained a key terrain on which an ongoing battle for the reputation of British intelligence continued to be fought out. From the early 1960s a significant new form began to emerge: the ‘New Realism’ of John le Carré. Widely accepted as an authentic image of the British intelligence ‘circus,’ these stories portrayed the British secret state in a strikingly harsh and revealing light. Working directly in response to le Carré, writers like John Bingham sought to counter with an altogether more positive impression of secret service. Again, the spy novel provided a key platform on which struggles over the public image of intelligence were fought out. In this way the essay draws together the history and fictions of the post-war decades to reveal an intimate correspondence between writers, secret service and the public understanding of intelligence.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational Applications and Artificial Intelligence (AI) powered tools have been a source of creativity but also controversy in recent years, also in the EFL classroom. From questions of spell checkers to automated text-generating technologies, educators and researchers alike have debated the utility and limitations of AI-powered tools. This paper looks at the historical development of educational technology, mainly the role of AI in ELT and argues for a creative engineering approach to language learning that leverages the best of the analogue and digital world. Taking the example of the Midjourney bot, this article outlines how AI-powered tools can be used as an assistive catalyst for teaching, such as providing linear remedial drills, grading cloze exercises, analyzing texts, but also generating fully coherent, grammatically, and lexically sound texts. It also identifies key competencies, such as interdependency, required to effectively use AI-powered tools. These skills include being able to use language chunks produced by the AI to adapt and remix texts for new activities and contexts, a skill referred to as “creative engineering”. Drawing on examples from specific EFL teaching scenarios, this paper emphasizes the need for teachers to understand and use AI-powered tools in their teaching, pointing to their potential to elevate language learning in the 21st century ELT classroom.
{"title":"ELT in the digitale age: We have come a long way","authors":"Thomas A. Stasser","doi":"10.24053/aaa-2023-0006","DOIUrl":"https://doi.org/10.24053/aaa-2023-0006","url":null,"abstract":"Educational Applications and Artificial Intelligence (AI) powered tools have been a source of creativity but also controversy in recent years, also in the EFL classroom. From questions of spell checkers to automated text-generating technologies, educators and researchers alike have debated the utility and limitations of AI-powered tools. This paper looks at the historical development of educational technology, mainly the role of AI in ELT and argues for a creative engineering approach to language learning that leverages the best of the analogue and digital world. Taking the example of the Midjourney bot, this article outlines how AI-powered tools can be used as an assistive catalyst for teaching, such as providing linear remedial drills, grading cloze exercises, analyzing texts, but also generating fully coherent, grammatically, and lexically sound texts. It also identifies key competencies, such as interdependency, required to effectively use AI-powered tools. These skills include being able to use language chunks produced by the AI to adapt and remix texts for new activities and contexts, a skill referred to as “creative engineering”. Drawing on examples from specific EFL teaching scenarios, this paper emphasizes the need for teachers to understand and use AI-powered tools in their teaching, pointing to their potential to elevate language learning in the 21st century ELT classroom.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Zong-massacre of 1781, when 133 enslaved women, men and children were thrown overboard a slave ship by British crewmembers, has turned into a central event in the discussion and commemoration of the slave trade. Literary texts from poems such as David Dabydeen’s Turner and NourbeSe Philip’s Zong! to novels like Fred D’Aguiar’s Feeding the Ghosts and Lawrence Scott’s Dangerous Freedom (2021) probe different ways of approaching the silences surrounding the crime as well as the ensuing court cases in which the slave ship’s owners demanded compensation for their ‘lost property,’ rather than facing charges of murder. In this article, I will discuss Winsome Pinnock’s Rockets and Blue Lights (2021), which not only revolves around the Zong-massacre but approaches the slave trade by employing discourses and images related to the theoretical concepts of hauntology. Pinnock deconstructs hegemonic historiographies of the slave trade and counters British postcolonial amnesia by means of, what I would like to call, spectral temporalities. These temporalities are presented as non-linear and a-chronological. Full of revenants of the past, in Jacques Derrida’s terms, the play’s trans-temporal plots address the gaps and silences in British Histories. Firstly, this article will outline the Zong massacre and its thematic resurgence in contemporary literature and culture. Secondly, I will read Pinnock’s play with theories of hauntology and spectral temporality. Thirdly, this article will discuss how Rockets and Blue Lights explicitly addresses and dramatizes this paradox double-nature of the presence of the past on the theatre-stage.
1781年宗大屠杀，133名被奴役的妇女、男子和儿童被英国船员从一艘奴隶船上扔下，成为讨论和纪念奴隶贸易的中心事件。大卫·达比登的《特纳》和努尔贝斯·菲利普的《宗！弗雷德·达吉亚尔（Fred D'Agiar）的《喂养鬼魂》（Feeding the Ghosts）和劳伦斯·斯科特（Lawrence Scott）的《危险的自由》（Dangerous Freedom）（2021）等小说探讨了处理围绕犯罪的沉默的不同方式，以及随后的法庭案件，在这些案件中，奴隶船的船主要求赔偿他们的“损失财产”，而不是面临谋杀指控。在这篇文章中，我将讨论温瑟姆·平诺克的《火箭与蓝光》（2021），该书不仅围绕宗大屠杀展开，而且通过运用与闹鬼学理论概念相关的话语和图像来探讨奴隶贸易。平诺克解构了奴隶贸易的霸权历史，并通过我想称之为光谱时间性的方式对抗了英国后殖民时期的健忘症。这些时间性表现为非线性和时间性。用雅克·德里达的话来说，这部剧充满了过去的复仇者，跨时间的情节解决了英国历史上的空白和沉默。本文首先概述宗大屠杀及其在当代文学和文化中的主题复兴。第二，我将阅读品诺克的戏剧，其中包含了萦绕学和光谱时间性的理论。第三，本文将讨论《火箭》和《蓝光》如何明确地解决和戏剧化这种矛盾，即过去在戏剧舞台上存在的双重性质。
{"title":"“We’re always playing ghosts”. A hauntological reading of Winsome Pinnock’s drama Rockets and Blue Lights","authors":"C. Singer","doi":"10.24053/aaa-2023-0003","DOIUrl":"https://doi.org/10.24053/aaa-2023-0003","url":null,"abstract":"The Zong-massacre of 1781, when 133 enslaved women, men and children were thrown overboard a slave ship by British crewmembers, has turned into a central event in the discussion and commemoration of the slave trade. Literary texts from poems such as David Dabydeen’s Turner and NourbeSe Philip’s Zong! to novels like Fred D’Aguiar’s Feeding the Ghosts and Lawrence Scott’s Dangerous Freedom (2021) probe different ways of approaching the silences surrounding the crime as well as the ensuing court cases in which the slave ship’s owners demanded compensation for their ‘lost property,’ rather than facing charges of murder. In this article, I will discuss Winsome Pinnock’s Rockets and Blue Lights (2021), which not only revolves around the Zong-massacre but approaches the slave trade by employing discourses and images related to the theoretical concepts of hauntology. Pinnock deconstructs hegemonic historiographies of the slave trade and counters British postcolonial amnesia by means of, what I would like to call, spectral temporalities. These temporalities are presented as non-linear and a-chronological. Full of revenants of the past, in Jacques Derrida’s terms, the play’s trans-temporal plots address the gaps and silences in British Histories. Firstly, this article will outline the Zong massacre and its thematic resurgence in contemporary literature and culture. Secondly, I will read Pinnock’s play with theories of hauntology and spectral temporality. Thirdly, this article will discuss how Rockets and Blue Lights explicitly addresses and dramatizes this paradox double-nature of the presence of the past on the theatre-stage.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49493064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the digital realm of the 21st century, the production and distribution of literature has changed drastically; writing literary texts is no longer a privilege of professional authors and publishers but has transformed into a participatory practice, with non-professional writers sharing their own literary narratives via social media platforms. This digital practice has become particularly relevant among teenagers and young adults as they increasingly use the opportunity of producing and sharing their own literary texts as a means of negotiating their identities and the social environments around them. Literature, thus, enables teenagers to participate in society by voicing their own personal and social concerns. Given their value in the context of engaging in these meaning-making processes on the one hand, and the role and importance of English as one of the lingua francas in digital realms on the other, these digital literary practices also need to be reflected in contemporary English language education (ELE). However, this hardly seems to be the case so far. Although literary texts still play a very prominent role, particularly in English as a foreign language (EFL) classrooms in Germany, current approaches to learning with literature still appear to perceive learners as recipients of professional literary texts, while production-oriented perspectives on teenagers as authors of their everyday lives, which go beyond post-reading creative tasks, seem to hold a most marginal position. Thus, digital texts written by learners (i.e., literary learner texts) are hardly considered as source texts. This theoretical contribution argues that contemporary practices of learning with literature need to be complemented by also focusing on literary works created by learners on multiple levels of classroom action. Drawing on interdisciplinary concepts, it explores the relevance of this focus in detail and makes first suggestions for framing literature classrooms based on literary learner texts.
{"title":"Authors of everyday life. Towards learning with literary learner texts in English language education","authors":"D. Becker, Frauke Matz","doi":"10.24053/aaa-2023-0005","DOIUrl":"https://doi.org/10.24053/aaa-2023-0005","url":null,"abstract":"In the digital realm of the 21st century, the production and distribution of literature has changed drastically; writing literary texts is no longer a privilege of professional authors and publishers but has transformed into a participatory practice, with non-professional writers sharing their own literary narratives via social media platforms. This digital practice has become particularly relevant among teenagers and young adults as they increasingly use the opportunity of producing and sharing their own literary texts as a means of negotiating their identities and the social environments around them. Literature, thus, enables teenagers to participate in society by voicing their own personal and social concerns. Given their value in the context of engaging in these meaning-making processes on the one hand, and the role and importance of English as one of the lingua francas in digital realms on the other, these digital literary practices also need to be reflected in contemporary English language education (ELE). However, this hardly seems to be the case so far. Although literary texts still play a very prominent role, particularly in English as a foreign language (EFL) classrooms in Germany, current approaches to learning with literature still appear to perceive learners as recipients of professional literary texts, while production-oriented perspectives on teenagers as authors of their everyday lives, which go beyond post-reading creative tasks, seem to hold a most marginal position. Thus, digital texts written by learners (i.e., literary learner texts) are hardly considered as source texts. This theoretical contribution argues that contemporary practices of learning with literature need to be complemented by also focusing on literary works created by learners on multiple levels of classroom action. Drawing on interdisciplinary concepts, it explores the relevance of this focus in detail and makes first suggestions for framing literature classrooms based on literary learner texts.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47935950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Franz Karl Stanzel, Gratwanderung zwischen Facta und Ficta. Ziele, Zufälle und Umwege in meiner Karriere als anglistischer Literaturwissenschafter. Würzburg: Königshausen & Neumann, 2022","authors":"Heinz Tschachler","doi":"10.24053/aaa-2023-0008","DOIUrl":"https://doi.org/10.24053/aaa-2023-0008","url":null,"abstract":"","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43253165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Compared with fiction, audio-visual media both enhance opportunities and impose constraints on the representation of scientist characters. This is true both in depicting the inner life of scientists and in presenting credibly what they actually do when ‘doing science’. Mathematics is arguably the most non-visual and non-verbal of sciences, as the science lacks even the visual apparatus of chemistry. In addition, mathematical symbols and formulae are the most arcane to non-scientists. Thus, the problem for film-makers is the question of how to engage and maintain audience interest while presenting the mathematicians’ experience faithfully and avoiding ‘information dump’. In this article, we focus on the depiction of mathematicians in film, television, and recorded TED talks and the success (or otherwise) of their representation.
{"title":"The Mathematician as Hero in Audio-Visual Media","authors":"R. Haynes, Raymond Haynes","doi":"10.24053/aaa-2022-0011","DOIUrl":"https://doi.org/10.24053/aaa-2022-0011","url":null,"abstract":"Compared with fiction, audio-visual media both enhance opportunities and impose constraints on the representation of scientist characters. This is true both in depicting the inner life of scientists and in presenting credibly what they actually do when ‘doing science’. Mathematics is arguably the most non-visual and non-verbal of sciences, as the science lacks even the visual apparatus of chemistry. In addition, mathematical symbols and formulae are the most arcane to non-scientists. Thus, the problem for film-makers is the question of how to engage and maintain audience interest while presenting the mathematicians’ experience faithfully and avoiding ‘information dump’. In this article, we focus on the depiction of mathematicians in film, television, and recorded TED talks and the success (or otherwise) of their representation.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45416274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our introduction to this special issue on science and popular audio-visual media sheds light on the intricate interconnections between science (and discourses about science) and different popular audio-visual media. Focusing on the topics of global warming and the ongoing pandemic, on the one hand, and the genres of horror, science fiction, and fantasy, on the other, we illustrate some functions of science and scientists in audio-visual media and also turn to the history of photography and motion pictures and their significance as both scientific tools and entertainment media, before briefly introducing the individual essays included in this issue.
{"title":"Introduction Science and Popular Audio-Visual Media","authors":"Michael Fuchs, Martin Butler","doi":"10.24053/aaa-2022-0010","DOIUrl":"https://doi.org/10.24053/aaa-2022-0010","url":null,"abstract":"Our introduction to this special issue on science and popular audio-visual media sheds light on the intricate interconnections between science (and discourses about science) and different popular audio-visual media. Focusing on the topics of global warming and the ongoing pandemic, on the one hand, and the genres of horror, science fiction, and fantasy, on the other, we illustrate some functions of science and scientists in audio-visual media and also turn to the history of photography and motion pictures and their significance as both scientific tools and entertainment media, before briefly introducing the individual essays included in this issue.","PeriodicalId":41564,"journal":{"name":"AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41954660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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