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„The game’s afoot!“
(2020)
Computerspiele bieten – verstanden als Text, als popkulturelles Artefakt, als Lerngelegenheit und vieles mehr – auch für den Einsatz im Fremdsprachenunterricht zahlreiche Möglichkeiten, curricular vorgegebene Kompetenzen auszubilden. Nicht nur kann die Auseinandersetzung mit Computerspielen einen Beitrag zur fachintegrativen Vermittlung von Medienkompetenz leisten, sondern ebenso dazu genutzt werden, Handlungen zu simulieren, in denen Schülerinnen und Schüler fremdsprachig (inter-)agieren. Der folgende Beitrag versucht daher, exemplarisch zwei Computerspiele auf ihr Potential für den Einsatz im Fremdsprachenunterricht Englisch zu untersuchen. Er versteht sich als praktischer Beitrag, der Einblick in didaktisch-methodische Überlegungen bietet, welche die Auseinandersetzung mit den zwei exemplarisch ausgewählten Spielen, HER STORY (2015) und 1979 REVOLUTION: BLACK FRIDAY (2016), in den Blick nehmen.
“Chunking” spoken language
(2021)
In this introductory paper to the special issue on “Weak cesuras in talk-in-interaction”, we aim to guide the reader into current work on the “chunking” of naturally occurring talk. It is conducted in the methodological frameworks of Conversation Analysis and Interactional Linguistics – two approaches that consider the interactional aspect of humans talking with each other to be a crucial starting point for its analysis. In doing so, we will (1) lay out the background of this special issue (what is problematic about “chunking” talk-in-interaction, the characteristics of the methodological approach chosen by the contributors, the cesura model), (2) highlight what can be gained from such a revised understanding of “chunking” in talk-in-interaction by referring to previous work with this model as well as the findings of the contributions to this special issue, and (3) indicate further directions such work could take starting from papers in this special issue. We hope to induce a fruitful exchange on the phenomena discussed, across methodological divides.
realisation in form of a retroflex is not only found in the English south West ('West Country burr'), but also across the English Channel in a well circumscribed area of Trégor in Brittany. Both areas also share other phonetic features such as sonorisation of word initial fricatives, epenthesis, surnames etc. How is this to be explained? Intensive mobility and trade across the sea suggest themselves as a possible answer. Travelling by sea, aided by expert knowledge of the seasonal currents and winds, was much quicker and efficient in former times than travelling across land. In this connection, the phenomenon of the "Johnnys de Roccoff" who traded Breton onions along the English coasts until very recently is pointed ou as a type of contact which may have transported phoneme realisations and lexis across the sea, forming a linguistic area with not much contact with their respective hinterlands in England and Brittany.
Zur Arbeit mit künstlerischen Bildtexten im Fremdsprachenunterricht : vom Bild- zum Sprachtext
(1996)
This book explores how capitalism shapes the formation of the economic subject in modern European writing. How are subject positions determined by the subject’s relationship to money and work? How fair is a society that predicates social inclusion upon employment? And what happens when full employment is impossible? The volume traces how literary authors and social theorists have answered these questions in different social and historical contexts from the nineteenth century to the present day. The contributions confront the imperatives of productivity, notions of success and failure, the construction of work cultures and environments, the (in)visibility of certain labour groups, and the implications of the body as a productive site.
When moral authority speaks
(2023)
The great Old English epic 'Beowulf' has been dated to practically every century between the 6th and the 11th century, depending on the criteria of dating adopted and the approaches advocated by the respective scholars. As the text successfully avoids to provide definite cues or evidence for a definitive date, these scholarly attempts reveal more about the respective scholars' research interests than offering uncontroversial dates. The point of dating 'Beowulf' then seems to provide scholars with the opportunity to anchor their own personal understanding of the poem within the century of their own personal predilection.
Visual Culture
(2004)
Vignetten
(2004)
Vietnam im Kino : Platoon
(1995)
Victorian Women Artists
(2010)
Der vorliegende Beitrag stellt eine Lehrveranstaltungskooperation zur Verzahnung von Fachwissenschaften (Sprachwissenschaft) und Fachdidaktik im Lehramtsstudium Englisch an der Universität Potsdam vor. Die Kooperation besteht aus zwei Seminaren. Während andere Fächer (u. a. Mathematik, Naturwissenschaften, Geschichte) bereits in der ersten Phase des PSI-Projekts Erkenntnisse zur Erfassung des erweiterten Fachwissens für den schulischen Kontext (eFWsK) vorgelegt haben, widmet sich die Englischdidaktik der Strukturierung des Professionswissens im Fach erst seit wenigen Jahren. Der Versuch, das eFWsK-Modell auf das Fach Englisch zu übertragen, stellt die Disziplin aus diversen Gründen vor eine besondere Herausforderung. Am Beispiel zweier verzahnter Lehrveranstaltungen zur Entwicklung von Diagnosefähigkeiten angehender Lehrkräfte zur Beurteilung von Sprechleistungen wird erörtert, welches fachwissenschaftliche und fachdidaktische Wissen durch die Verzahnung der beiden Disziplinen erworben wird. Zugleich werden offene Fragen diskutiert, die sich aus der Kooperation mit Blick auf eine Systematisierung relevanter fachwissenschaftlicher Inhalte für das Lehramtsstudium ergeben. Im Ausblick wird erörtert, warum eine Systematisierung des fachlichen Professionswissens mittels einer Delphi-Studie im Fach Englisch sinnvoll erscheint.
Verfahren des Genre-Lernens
(2020)
Der Ansatz des genrebasierten Fremdsprachenlernens basiert auf der Grundannahme, dass sich Kommunikation in der Form kultureller Genres vollzieht, die eine spezifische textuelle und interaktionale Form aufweisen. Wer erfolgreich kommunizieren will, muss daher je nach sozialem Kontext und Kommunikationszweck eine Form der Äußerung wählen, die dem entsprechenden Anlass bzw. der Situation angemessen und für die Kommunikationsabsicht zielführend ist. Für den Fremdsprachenunterricht leitet sich daraus das Ziel bzw. die Aufgabe ab, Lernende beim Erwerb dieser Kommunikationsformate bzw. Genres zu unterstützen.
This article explores a sequence organizational phenomenon that results from the use of a loosely specifiable turn format (viz., That's + wh-clause) for launching (next) sequences while at the same time connecting back to a prior turn. Using this practice creates a sequential juncture, i.e., a pivot-like nexus between one sequence and a next. In third position, such junctures serve to accomplish seamless sequential transitions from one sequence into a next by presenting the latter as locally occasioned. The practice may, however, also be deployed in second position to launch actions that have not been made relevant or provided for by the preceding action and exhibit response relevance themselves. The sequential junctures then become retro-sequential in character: They transform the projected trajectory of the sequence in progress and create interlocking sequential structures. These findings highlight that sequence is practice, while pointing to understudied interconnections between tying and sequentiality. Data are in English.
Tusitalas Wandlungen
(2017)
This essay focuses on the work of Mexican/Chicano performance artist Guillermo Gómez-Peña, whose main aesthetic principle lies in the criss-crossing of cultural, geographic and linguistic borders. Through his unique fusion of genres, discourses and media, Gómez-Peña creates a hybrid art form that also transgresses more conventional definitions of what constitutes culture. One of the central features of his "New World Border" (1992-1994) performance is the artistic transposition of site-specific border identities and texts to a global level; i.e., the border (and its transgression) becomes a metaphor to address a multiplicity of aesthetic, cultural and socio-political agendas. His performance "Temple of Confessions" (1994) aims, among others, at debunking the rather celebratory discourse of mainstream U.S. multiculturalism. In addition, his project of "reverse anthropology", which informs a number of his performance pieces, seeks to retain the resistance potential of minoritarian art by subverting hegemonic power hierarchies. As will be shown, his representational strategy of "as if" is used by Gómez-Peña and his collaborators to envision a postnational and transcultural spaciousness of the Americas.
Towards Eurasia
(2019)
In order to heed the call in world literature studies to work against disciplinary Eurocentrism by refiguring both what constitutes world literature and how this is read, in this article I propose world literature as an archive of world-making practices and as an impulse for the articulation of alternative methodological approaches. This takes world literature from the postcolonial South as, following Pheng Cheah, instantiating a modality of world literature in which the need for imagining worlds with alternative centres to those determined by coloniality is particularly acute. A response to this is facilitated and illustrated by a reading of Bengali poet Rabindranath Tagore’s Letters from Russia (1930), and South African writer/activist Alex La Guma’s A Soviet Journey (1978). By drawing forward connections between the postcolonial South and the former Soviet Union, this complicates traditional colonial arrangements of the colonial ‘centre’ as cradle of civilisation and culture, as well as postcolonial scholarship’s cumulative fetishisation of ‘Europe’, by allowing a reshuffling of the co-ordinates determining ‘centres’ and ‘peripheries’ and a more nuanced grasp of ‘Europe’ simultaneously. These imaginative journeys destabilise ‘Europe’ as closed category and call forth Eurasia as a more appropriate categorical–cartographical framework for thinking this space and the connections and (hi)story-telling it stages and fosters.