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Re-Imagining and Re-Placing New York and Istanbul

Exploring the Heterotopic and Third Spaces in Paul Auster's and Orhan Pamuk’s City Novels

Hatice Bay

The author re-examines the urban novels of Auster and Pamuk in the light of Foucault's heterotopia and Bhabha's the Third Space, respectively. Furthermore, for the discussions of the nature of the relationship between the self and the other, this present study deploys Emmanuel Levinas's ethics. This book argues that examining the urban spaces and characters of Auster and Pamuk through the prisms of Foucault, Bhabha and Levinas establishes a new critical framework that gives a constructive and ethical angle to the negative late twentieth-century and early twenty-first century discourses on the city and its inhabitants. The reader of this book will discover urban subjects who actively transform their respective cities into either heterotopic or Third Spaces and thereby become response-able for and attentive to their immediate surroundings, to their national or personal histories and, most importantly, to other people. At the same time, by bringing these two different cities, cultures and authors that are poles apart together, this book aims to problematize commonly held beliefs about Americanness and Turkishness and thus pave the way for looking at discourses such as «clash of civilizations», «margin» (Istanbul) and «center» (New York), the belated and the advanced from a critical point of view suggesting that there is a common discursive affinity with similar outlooks on life, personal, historical and physical spaces on both sides, rather than a «clash of civilizations». The arguments presented here will be of interest to students and scholars of city literature, comparative literature and history of ideas as well as to readers who have an interest in theory and close reading.

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Den Thatcherismus lehren

Die Vermittlung britischer Kultur im gymnasialen Unterricht


Stefan Alexander Eick

Im Mittelpunkt der Publikation steht die Untersuchung einer gymnasialen Behandlung Margaret Thatchers in Zeiten von Neoliberalismus, «Brexit» und nationalem Populismus. Der Autor argumentiert für die Behandlung Thatchers, da diese globale Themen prägnant aufgreift und das im Englischunterricht weiterhin bedeutsame zielkulturelle Verständnis Großbritanniens gewährleistet. Die Arbeit beschreibt dabei das für die historische und politische Kulturvermittlung notwendige Zusammenspiel der Didaktiken in einem fächerübergreifenden oder bilingualen Unterricht. Der Autor präsentiert das Modell einer «semiotischen kulturellen Kompetenz», tätigt eine grundlegende Auseinandersetzung mit den relevanten Aspekten des Kulturunterrichts und arbeitet Unterrichtsbeispiele aus.

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Edited by Tina-Karen Pusse, Heike Schwarz and Rebecca Downes

Since storytelling began, narratives of getting lost in the woods or of choosing to live in the heterotopian space of the woods have remained popular and are, at the time of writing, experiencing a new revival. The theory of ecopsychology supplies a productive paradigm for understanding mental well-being in a cultural landscape suffused with reimaginings of nature as ‘unspoiled wilderness’. The eco-psychopathologies presented in the essays in this volume range in origin from medieval literature to contemporary films and online games. The classic romantic or gothic trope of getting lost in the forest, but also its recreational function (forest-bathing) reflect mental states humans develop when they step into the culturally constructed entity of the woodland. These ecocritical analyses present different facets of such encounters.

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Social Minds in Drama

The Delineation of Mentalities and Collectives


Golnaz Shams

This study provides a new model for the construction of mentalities and intermental thought of characters in playscripts. It introduces a model that facilitates the analysis of the construction of consciousness, instances of collective thought, and the dynamics of group formation in late-Victorian drama. It can be placed within the framework of cognitive studies because cognitive studies are interested in examining the mental state and the relationship between minds involved in cognitive interaction in narratives. For a long time narrative studies have neglected drama as a genre and, even after the long overdue acceptance of plays in the family of narratives, most critics were eager to focus on performance rather than on playscripts. This book introduces a model through which the analysis of playscripts will be rewarding and worthwhile.

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Edited by Mirosława Modrzewska and Maria Fengler

This book explores the amorphous, fragmented and digressive world of George Gordon Byron’s poetic works, which are pervaded by the themes of change, mutability, deformation and transgression, often presented or described as madness. The blurring of the border between fiction and reality is a matter of the author’s decisions concerning both his life and his texts, and a conscious process of construction and self-fashioning. It is also a recurring epistemological theme in Byron’s works, which make take the form of narrative dis-orientation and the dismantling of easy cultural pre-conceptions. The Authors study Byron’s artistic quixotism and his pursuit of creative freedom which reveals itself in the Romantic irony, digressiveness and self-awareness of his writings.

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George 'Dadie' Rylands

Shakespearean Scholar and Cambridge Legend

Peter Raina

Just once in a while, actors and performers change the whole way in which they approach the words in their scripts. Such a change happened in the early-to-middle years of the twentieth century; and the person behind it was "Dadie" Rylands. He was a man with an ear acutely attuned to the nuances of poetry, and he insisted that it was the ear and not the eye that mattered most in productions of Shakespeare. It was Rylands who taught an exceptional generation of Shakespearean actors how to speak. Gielgud, Olivier, Ashcroft, Redgrave – all owed their superb diction to him. Moreover, they adored him as a person.

Amazingly for a man with such influence, Rylands was not ensconced in the established Theatre. He taught undergraduates at Cambridge and his own productions were with the amateur Marlowe Dramatic Society there. Nor was his life confined to dramatics and the academic world. He was a fringe member of the Bloomsbury set – firm friends with Lytton Strachey, Virginia Woolf and John Maynard Keynes, all regular correspondents. And his circle of notable friends stretched to a wider group of literati including Maurice Bowra and T. S. Eliot. Rylands died, aged 97, in 1999. We no longer have his irrepressible presence, but he left a palpable legacy in gramophone recordings of all Shakespeare’s plays in which he directed star-studded casts. Now that legacy is augmented by Peter Raina’s study, with its admirable selection of Rylands’ marvellously lucid radio talks (hitherto unpublished) and its sampling of the multitude of letters he wrote and received.

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Issues in English Pronunciation Teaching

Turkish-English Interlanguage Case

Sinan Bayraktaroğlu

Traditionally, the teaching of English pronunciation has been a marginalized, or indeed neglected, area in many English language teaching (ELT) programs despite the crucial role it plays in effective communication. In recent years, however, with the global spread of English as the means of international communication, there has been a growing recognition of the importance of pronunciation in the teaching and learning of English and its close link to other aspects of language learning, such as listening, speaking and vocabulary. Students as well as non-native English-speaking teachers (NNEST) place great importance on the mastery of English pronunciation, from which they can gain confidence, develop a greater sense of professional and linguistic competence and achieve greater intelligibility through the development of communicative skills in speaking, listening and vocabulary.With the emergence of paradigms of English as an international language (EIL), World Englishes (WE), English as a lingua franca (ELF) and the worldwide impact of the Common European Framework of Reference for Languages (CEFR) on foreign language learning/teaching, this study presents a critical survey of these areas expressing the author’s own views on the specific issue concerned while incorporating the views of other scholars. The book deals with both traditional and most recent viewpoints in pronunciation teaching, such as the nature of learning to pronounce, the pedagogical aims and objectives of teaching pronunciation, the role of the teacher and the notion of "intelligibility", which is considered to be a highly controversial issue for international communication within the paradigms of EIL, ELF and WE. The ‘Turkish–English Interlanguage Talk’ has been dealt with as a case study proposing pedagogical recommendations particularly for the Turkish academics/teacher trainers and the student-teachers of English language teaching (ELT) in mind as English pronunciation teaching is a very much neglected area in the Turkish ELT today.

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Edited by Eve Cobain and Philip Coleman

This is the first book to provide comprehensive treatment of Robert Lowell’s engagements with Irish poetry. Including original contributions by leading and emerging scholars from both sides of the Atlantic, the essays in the volume explore topics such as Lowell and W.B. Yeats, Louis MacNeice, and Denis Devlin, as well as the ways in which the American poet’s work was read by later Irish poets Seamus Heaney, Eavan Boland, Paul Durcan, Leontia Flynn, and others. In addition to exploring the ways that several poets have engaged with Lowell, the book encompasses a wide range of thematic concerns, from Lowell and ecology to the politics of identification. The book also includes essays on aspects of Lowell’s engagements with Irish-American contexts, as well as contributions by contemporary poets Gerald Dawe, Paul Muldoon and Julie O’Callaghan. Robert Lowell and Irish Poetry concludes with a previously unpublished introduction Seamus Heaney gave to a reading by Lowell in Ireland in 1975, which is followed by a reminiscence by Marie Heaney.

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Edited by Bernardo Santano Moreno, Concepción Hermosilla Álvarez and Severina Álvarez González

Samuel Beckett’s importance for Universal literature is unquestionable. He has reached the level of cultural icon whose international recognition was established with Waiting for Godot (1953). Beckett translated into French most of the works he wrote in English, making bilingualism a most relevant feature of his creative genius. As a result of this practice, by the end of his life Beckett had created a complex canon in which, from the end of World War II onwards, a consistent difference between original and translation becomes more difficult. Beckett was conscious of the enormous importance bilingualism and self-translation had in his literary production. Despite the international recognition provided by the 1969 Nobel Prize in Literature, his works remain somewhat unknown, particularly in Spain. The aim of this book is to analyse Beckett’s presence in the Spanish cultural life during the last sixty years with special attention to the Spanish renditions of his works. Although almost all his novels, dramatic works, prose and poetic texts have been translated into Spanish, the quality of those versions greatly varies. Apart from that, many of Beckett’s emblematic texts are now out of print and others are found in very limited editions. The book intends to stimulate debate about the reception of Beckett’s works into Spanish and other languages, such as Arabic and Japanese, so that the conclusions of the studies presented here may contribute to future research and reception of his works.

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Pavol Burcl

This book analyses the role of writing as an integral part of communicative competence in the teaching/learning process, particularly in TEFL at Slovak primary schools. The author chooses primary schools in the Nitra Self-governing Region in Slovakia as the sample, with an intention to find out if primary school learners in Slovakia understand the instructions to the written exercises they are given. He analyses the mistakes/errors they usually make, and judges the criteria for reaching the expected level of writing proficiency in English. Using the very same methodology, he compares a previous research with the current situation, taking all aspects into account.