Scenario: A Journal for Performative Teaching, Learning, Research. Vol. X Issue 02

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    To the theatre!
    (Department of German, University College Cork, 2016) Grün, Lili; Schewe, Manfred; Even, Susanne
    The rubric Texts around Theatre features historical and contemporary cross-cultural and culture-specific perspectives on theatre – unexpectedly funky, unusually enthralling, disturbingly fascinating. Young Loni Holl, the protagonist in Lili Grün’s autobiographical novel, desires to become an actress. Only the theatre gives Loni the feeling of escape from her boring day to day life. She pursues her goal with determination, and a theatre engagement in the province seems to be the long-awaited chance for her debut. She straddles rehearsals, performances and private life; learning her lines, paying her rent, and allaying her hunger. The following excerpt from Grün’s novel , first published in 1935, traces Loni’s first steps on the stage that means the world to her. Apart from Zum Theater, Lili Grün also wrote the cabaret novel Herz über Bord (now in a new edition as Alles ist Jazz) in 1993. Mädchenhimmel, a collection of poems and stories was first published in 2014. Her novel Junge Bürokraft übernimmt auch andere Arbeit ..., first published 1936/37 in the newspaper “Der Wiener Tag”, was issued in book format in 2016 (all edited by Anke Heimberg). As a Jewish author, Lili Grün was not allowed to publish after 1938. In 1942, she ...
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    (Department of German, University College Cork, 2016) Schewe, Manfred; Even, Susanne; Schewe, Manfred; Even, Susanne
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    Online to on stage: Towards a performative approach to interpreter education
    (Department of German, University College Cork, 2016) Bale, Richard; Schewe, Manfred; Even, Susanne
    Spoken language interpreting is a complex task involving comprehension of a source language message and subsequent production of this in the target language, all of which happens at a fast pace and often in front of an audience. Building on research conducted in language learning and drama-based pedagogies, this paper takes stock of recent technological developments in interpreter education, and proposes that a renewed focus on the interpreter as a language user and as a performer is necessary.1
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    Cultivating student understanding of context through drama and scriptwriting
    (Department of German, University College Cork, 2016) Michaud, Matthew; Hooper, Todd; Schewe, Manfred; Even, Susanne
    This paper presents an English as a foreign language (EFL) drama in language acquisition scriptwriting project that took place at a four-year private university located in Japan. The focus of this project was two-fold: firstly, to see if students’ cognition of situational context improved after completing scriptwriting exercises, and secondly to see if role-playing the scripts increased awareness in the identification of setting, roles of speakers, and purpose while increasing language aptitude. Furthermore, this study addresses the insufficient communicative competence abilities of Japanese students who have had years of structured English study. Their lack of communicative abilities may be attributed to the method of English instruction used in Japan such as focusing on grammar and vocabulary in isolated example sentences. This lack of context in second language (L2) instruction may leave students with limited communicative competence (Brown, Collins & Duguid 1989; South, Gabbitas & Merrill 2008). If students improve their understanding of the context of language use, they may become better equipped to use the language they know. One approach that may help students improve this understanding of context is scriptwriting and drama (Belliveau & Kim 2013; Davies 1990). The results of this study indicate that participating in scriptwriting activities may improve students’ ability to identify the context of conversations.
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    Developing aural-visual comprehension in a foreign language by filmed theatre
    (Department of German, University College Cork, 2016) Bordetas, Alba; Schewe, Manfred; Even, Susanne
    In the last few years, a significant amount of research in the intersection between teaching of foreign languages (FL) and theatre has been carried out. If a lot of these pieces of research are aimed at the improvement of the learners’ oral production through the use of drama, not so many, like our proposal here, look towards aural-visual comprehension from the perspective of the semiotics of theatre. This study investigates the effectiveness of using filmed theatre and guided questions to developing aural-visual comprehension in Spanish FL with university beginner students. The guided questions target the most important theatrical signs so that beginner students can fill some linguistic gaps without being overloaded by all the information received from the auditory and visual channels. The results reveal that filmed theatre has proved to be an innovative and motivating learning tool to improve comprehension in general and develop the strategy of inference in particular.