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Sound matters
(2016)
This essay proposes a reorientation in postcolonial studies that takes account of the transcultural realities of the viral twenty-first century. This reorientation entails close attention to actual performances, their specific medial embeddedness, and their entanglement in concrete formal or informal material conditions. It suggests that rather than a focus on print and writing favoured by theories in the wake of the linguistic turn, performed lyrics and sounds may be better suited to guide the conceptual work. Accordingly, the essay chooses a classic of early twentieth-century digital music – M.I.A.’s 2003/2005 single “Galang” – as its guiding example. It ultimately leads up to a reflection on what Ravi Sundaram coined as “pirate modernity,” which challenges us to rethink notions of artistic authorship and authority, hegemony and subversion, culture and theory in the postcolonial world of today.
Ein Deutschunterricht, der die Alltags- und Medienkultur der Schüler und Schülerinnen ernst nimmt, darf Sporttexte nicht unberücksichtigt lassen. Zu sehr ist der Sport in all seinen Facetten Teil der Lebenswelt vieler Schülerinnen und Schüler geworden. Die Frage ist nicht mehr, ob der Deutschunterricht darauf zu reagieren hat, die Frage ist vielmehr, wie er dies tun und welche Sporttexte er dabei nutzen kann.
Auch wenn die Suche nach sinnvollen Bezügen zwischen Sport und Deutschunterricht schon seit längerem intensiv betrieben wird, offenbart das vielschichtige Kulturphänomen „Sport“ immer wieder neue interessante Seiten, die es lohnen, fachdidaktisch behandelt zu werden.
Die zehn Beiträge in diesem Band verstehen sich als Unterrichtsanregungen für den kompetenzorientierten Deutschunterricht. Sie bedienen Betrachtungen zum Sport aus literarischer, sprachlicher und medialer Perspektive. Die theoretisch-begrifflichen Aspekte der jeweiligen Themen werden soweit behandelt, wie sie für das Verständnis erforderlich sind. Im Zentrum vieler Beiträge stehen Unterrichtsszenarien mit kommentierten Texten und Aufgaben, die für die Unterrichtsvorbereitung oder für den Unterricht selbst genutzt werden können.
Subcultures creating culture
(2016)
The purpose of this work is to apply the methods of textual semiotics to subcultures, in particular to the little known glam subculture. Subcultures have been the main research field of the Birmingham Centre for Contemporary Cultural Studies, known for its interdisciplinary approach, and for its focus on the creative aspects of subculture. Hebdige, in particular, introduced many semiotic elements in his work, as the aberrant decoding after Eco and the cultural creativity via bricolage after Lévi-Strauss. His definition of subculture as symbolic resistance has been criticized by the following post-subcultural researchers for its abstractness and lack of cohesion.
Semiotics eventually have been expelled from the set of tools used in sociology for the analysis of subcultures. Nowadays, the studies on subcultures have a strong ethnographic focus. Due to terminological proliferation and a descriptive approach, it is difficult to compare them on a common basis.
Textual semiotics, through the concept of semiosphere developed by Lotman, allows to go back to the intuitions of Hebdige, organizing the semiotic elements already present in his work into a wider system of interpretation. The semiosphere offers a coherent theoretical horizon as a basis for further analysis, and a new methodological perspective focusing on the cultural. In this thesis for the first time the work of Lotman is applied to the study of a subculture.
The commuting island
(2011)
According to Aikhenvald (2007:5), descriptive linguistics or linguistic
fieldwork “ideally involves observing the language as it is used,
becoming a member of the community, and often being adopted into
the kinship system”. Descriptive linguistics therefore differs from
theoretical linguistics in that while the former seeks to describe natural
languages as they are used, the latter, other than describing, attempts
to give explanations on how or why language phenomena behave in
certain ways. Thus, I will abstract away from any preconceived ideas
on how sentences ought to be in Awing and take the linguist/reader
through focus and interrogative constructions to get a feeling of how
the Awing people interact verbally.
We report findings from psycholinguistic experiments investigating the detailed timing of processing morphologically complex words by proficient adult second (L2) language learners of English in comparison to adult native (L1) speakers of English. The first study employed the masked priming technique to investigate -ed forms with a group of advanced Arabic-speaking learners of English. The results replicate previously found L1/L2 differences in morphological priming, even though in the present experiment an extra temporal delay was offered after the presentation of the prime words.
The second study examined the timing of constraints against inflected forms inside derived words in English using the eye-movement monitoring technique and an additional acceptability judgment task with highly advanced Dutch L2 learners of English in comparison to adult L1 English controls. Whilst offline the L2 learners performed native-like, the eye-movement data showed that their online processing was not affected by the morphological constraint against regular plurals inside derived words in the same way as in native speakers. Taken together, these findings indicate that L2 learners are not just slower than native speakers in processing morphologically complex words, but that the L2 comprehension system employs real-time grammatical analysis (in this case, morphological information) less than the L1 system.
Rezensiertes Werk
Theresa Biberauer u. George Walkden (Hgg.): Syntax over Time: Lexical, Morphological, and Information – Structural Interactions - Oxford, Oxford University Press, 2015, 418 S.
Think local sell global
(2010)