Performance studies

Abstract: This important new introductory textbook by a prime mover in the emergent field of Performance Studies is a defining moment for the discipline. It provides a lively and accessible overview of the full range of performance for undergraduates at all levels and beginning graduate students in performance studies, theatre, performing arts and cultural studies. It includes discussion of the performing arts and popular entertainments, rituals, play and games as well as the performances of every day life. Supporting examples and ideas are drawn from the performing arts, anthropology, post-structuralism, ritual theory, ethology, philosophy and aesthetics. The text has been fully developed with input from leading teachers and trialled with students. User-friendly, with a special text design, it also includes the following features: Extracts from primary sources giving alternative voices and viewpoints Biographies of key thinkers 'Things to think about' and 'things to do' to stimulate fieldwork, classroom exercises and discussion Key reading lists for each chapter 20 line drawings and 173 b+w photographs drawn from private and public collections around the world.

Abstract: List of Contributors. Acknowledgments. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure: Nick C. Ellis (University of Wales, Bangor). 5. Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations: Judith F. Kroll (Pennsylvania State University) and Gretchen Sunderman (University of Illinois, Urbana-Champaign). 6. Near-Nativeness: Antonella Sorace (University of Edinburgh). Part III: Environments for SLA:7. Language Socialization in SLA: Karen Ann Watson-Gegeo (University of California, Davis) and Sarah Nielsen (Las Positas College). 8. Social Context: Jeff Siegel (University of New England, Armadale/University of Hawai'i). 9. Input and Interaction: Susan M. Gass (Michigan State University). 10. Instructed SLA: Constraints, Compensation, and Enhancement: Catherine J. Doughty (University of Hawai'i). Part IV: Processes in SLA:11. Implicit and Explicit Learning: Robert M. DeKeyser (University of Pittsburgh). 12. Incidental and Intentional Learning: Jan H. Hulstijn (University of Amsterdam). 13. Automaticity and Second Languages: Norman Segalowitz (Concordia University). 14. Variation: Suzanne Romaine (Merton College, University of Oxford). 15. Cross-linguistic Influence: Terence Odlin (Ohio State University). 16. Stabilization and Fossilization in Interlanguage Development: Michael H. Long (University of Hawai'i). Part V: Biological and Psychological Constraints:17. Maturational Constraints in SLA: Kenneth Hyltenstam and Niclas Abrahamsson (Stockholm University). 18. Individual Differences in Second Language Learning: Zoltan Dornyei (University of Nottingham) and Peter Skehan (King's College, London). 19. Attention and Memory during SLA: Peter Robinson (Aoyama Gakuin University). 20. Language Processing Capacity: Manfred Pienemann (Paderborn University). Part VI: Research Methods:21. Defining and Measuring SLA: John Norris and Lourdes Ortega (Northern Arizona University). 22. Data Collection in SLA Research: Craig Chaudron (University of Hawai'i). Part VII: The State of SLA:23. SLA Theory: Construction and Assessment: Kevin Gregg (Momoyama Gakuin (St. Andrew's) University). 24. SLA and Cognitive Science: Michael H. Long and Catherine J. Doughty (University of Hawai'i). Index.

Abstract: Preface Part 1: Overview 1. Student-Centered Learning Environments: Foundations, Assumptions and Design Susan Land, The Pennsylvania State University Michael Hannafin, University of Georgia Kevin Oliver, North Carolina State University Part 2: Theoretical Perspectives for Learning Environments 2. From Practice Fields to Communities of Practice Sasha Barab, Arizona State University Thomas Duffy, Indiana University 3. Designing Model-Based Learning Environments to Support Mental Models for Learning Pablo Pirnay-Dummer Dirk Ifenthaler Norbert M. Seel Albert-Ludwigs-University of Freiburg, Germany 4. Conceptual Change David Jonassen Matthew Easter University of Missouri 5. Argumentation and Student-Centered Learning Environments E. Michael Nussbaum, University of Nevada-Las Vegas 6. Theory and Practice of Case-Based Learning Aids Janet L. Kolodner, Georgia Institute of Technology Brian Dorn, University of Hartford Jakita Owensby Thomas, Spelman College Mark Guzdial, Georgia Institute of Technology 7. Metacognition and Self-Regulated Learning in Student-Centered Learning Environments Roger Azevedo Reza F. Behnagh Melissa Duffy Jason M. Harley Gregory Trevors McGill University 8. Embodied Cognition and Learning Environment Design John B. Black Ayelet Segal Jonathan Vitale Cameron Fadjo Teacher's College of Colombia University 9. Everyday expertise: Learning within and across formal and informal settings Heather Toomey Zimmerman, The Pennsylvania State University Phillip Bell, University of Washington 10. Activity Theory in the Learning Technologies Ben DeVane, University of Florida Kurt Squire, University of Wisconsin-Madison 11. Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill, University of Georgia 12. What is a community of practice and how can we support it? Christopher Hoadley, New York University Part 3: Theoretical Perspective for Investigating Learning Environments 13. Learning Environments as Emergent Phenomena: Theoretical and Methodological Implications of Complexity Michael Jacobson, University of Sydney Manu Kapur, Nanyang Technological University Author Index Subject Index

Abstract: List of Contributors. Acknowledgments. Part I: Theory, Method, and Context. Introduction. Theoretical Approaches. 1. Parameters in Acquisition: Jurgen M. Meisel (University of Hamburg). 2. Connectionist Approaches to Language Acquisition: Kim Plunkett (Oxford University). 3. The Impact of Language Socialization on Grammatical Development: Elinor Ochs (University of California at Los Angeles) and Bambi Schieffelin (New York University). Methods. 4. Individual Differences and their Implications for Theories of Language Development: Elizabeth Bates (University of California at San Diego), Philip S. Dale (University of Washington), and Donna Thal (San Diego State University). 5. Computational Analysis of Interactions: Brian MacWhinney (Carnegie Mellon University). Social and Contextual Influences. 6. Issues in the Study of Input: Finetuning, Universality, Individual and Developmental Differences, and Necessary Causes: Catherine E. Snow (Harvard University Graduate School of Education). 7. Discourse Organization and the Development of Reference to Person, Space, and Time: Maya Hickmann (Universite Rene Descartes, Paris Centre National de la Recherche Scientifique, EPHE). 8. Bilingual Language Acquisition: Annick de Houwer (Belgian National Science Foundation and University of Antwerp). 9. Socialization across Contexts: Richard Ely (Boston University) and Jean Berko Gleason (Boston University). Part II: The Emergence and Consolidation of Linguistic Abilities:. Introduction. The Spoken Language: Early Speech Development. 10. Development of the Capacity for Spoken Language: John L. Locke (Massachusetts General Hospital and Harvard Medical School). 11. Phonetic Abilities in the First Year of Life: Ray D. Kent (University of Wisconsin--Madison) and Giuliana Miolo (University of Wisconsin--Madison). 12. Phonological Development: Lise Menn (University of Colorado) and Carol Stoel--Gammon (University of Washington). Learning Words. 13. Early Lexical Development: Martyn Barrett (University of Surrey). 14. Later Lexical Development and Word Formation: Eve V. Clark (Stanford University). 15. The Role of Syntax in Verb Learning: Lila R. Gleitman (University of Pennsylvania) and Jane Gillette (University of Pennsylvania). Learning Grammar. 16. Reinterpreting Childrena s Sentence Comprehension: Toward a New Framework: Roberta Michnick Golinkoff (University of Delaware) and Kathy Hirsh--Pasek (Temple University). 17. Strategies in the Acquisition of Syntax: Ann M. Peters (University of Hawai'i). 18. Phrase Structure and Functional Categories: Andrew Radford (University of Essex). 19. Empty Categories and Complex Sentences: The Case of wh--Questions: Jill de Villiers (Smith College). Part III: Nonnormal Language Development. Introduction. 20. Computational Approaches to the Analysis of Language Impairment: Jon F. Miller (University of Wisconsin--Madison) and Thomas Klee (University of Newcastle upon Tyne). 21. Phonological Impairment: Laurence B. Leonard (Purdue University). 22. Grammatical Impairment: Paul Fletcher (Reading University) and Richard Ingham (University of Reading). 23. Pragmatic Impairments: Holly K. Craig (University of Michigan). 24. Language Development in Children and Adolescents with Down Syndrome: Robin S. Chapman (University of Wisconsin--Madison). 25. Lexical and Grammatical Development in Children with Early Hemisphere Damage: A Cross--sectional View from Birth to Adolescence: Julie A. Eisele (Skidmore College) and Dorothy M. Aram (Emerson College). References. Index.