"Now no way can I stray" : interpreting syntactic and semantic role ambiguity in Shakespeare's dramatic verse with nonnative performers and readers

Michael INGHAM, Richard INGHAM

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

Abstract

THE FOCUS OF THIS STUDY is on the comprehension and production of Shakespearean language by performers and audiences, specifically with reference to the interpretation of propositional meaning. Shakespeare's dramatic work remains of central importance to the teaching of literature worldwide, notably in the Anglophone domain, in which, at tertiary level at least, his work continues to be intensively studied. The passage of four centuries, however, has opened up quite a large space between the wording of Shakespeare's texts and more usual forms of expression in modern English. No performer or teacher of Shakespeare would deny that her/his work is often linguistically challenging for contemporary performers and audiences. This being the case for native speakers of English, particularly for non-specialists, his language can be all the more challenging for non-native students at both secondary and tertiary levels in overseas contexts, where his works have remained extremely popular in curricula.
Original languageEnglish
Pages (from-to)163-184
Number of pages22
JournalShakespeare Studies
Volume46
Publication statusPublished - 2018

Fingerprint

semantics
language
overseas
comprehension
curriculum
interpretation
Teaching
teacher
student
Semantic Roles
Performer
William Shakespeare
Verse
Syntax
Reader
literature
Language

Cite this

@article{2c78138d1a72483188fe049df93836d0,
title = "{"}Now no way can I stray{"} : interpreting syntactic and semantic role ambiguity in Shakespeare's dramatic verse with nonnative performers and readers",
abstract = "THE FOCUS OF THIS STUDY is on the comprehension and production of Shakespearean language by performers and audiences, specifically with reference to the interpretation of propositional meaning. Shakespeare's dramatic work remains of central importance to the teaching of literature worldwide, notably in the Anglophone domain, in which, at tertiary level at least, his work continues to be intensively studied. The passage of four centuries, however, has opened up quite a large space between the wording of Shakespeare's texts and more usual forms of expression in modern English. No performer or teacher of Shakespeare would deny that her/his work is often linguistically challenging for contemporary performers and audiences. This being the case for native speakers of English, particularly for non-specialists, his language can be all the more challenging for non-native students at both secondary and tertiary levels in overseas contexts, where his works have remained extremely popular in curricula.",
author = "Michael INGHAM and Richard INGHAM",
year = "2018",
language = "English",
volume = "46",
pages = "163--184",
journal = "Shakespeare Studies",
issn = "0582-9399",
publisher = "Boston University",

}

"Now no way can I stray" : interpreting syntactic and semantic role ambiguity in Shakespeare's dramatic verse with nonnative performers and readers. / INGHAM, Michael; INGHAM, Richard.

In: Shakespeare Studies, Vol. 46, 2018, p. 163-184.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

TY - JOUR

T1 - "Now no way can I stray" : interpreting syntactic and semantic role ambiguity in Shakespeare's dramatic verse with nonnative performers and readers

AU - INGHAM, Michael

AU - INGHAM, Richard

PY - 2018

Y1 - 2018

N2 - THE FOCUS OF THIS STUDY is on the comprehension and production of Shakespearean language by performers and audiences, specifically with reference to the interpretation of propositional meaning. Shakespeare's dramatic work remains of central importance to the teaching of literature worldwide, notably in the Anglophone domain, in which, at tertiary level at least, his work continues to be intensively studied. The passage of four centuries, however, has opened up quite a large space between the wording of Shakespeare's texts and more usual forms of expression in modern English. No performer or teacher of Shakespeare would deny that her/his work is often linguistically challenging for contemporary performers and audiences. This being the case for native speakers of English, particularly for non-specialists, his language can be all the more challenging for non-native students at both secondary and tertiary levels in overseas contexts, where his works have remained extremely popular in curricula.

AB - THE FOCUS OF THIS STUDY is on the comprehension and production of Shakespearean language by performers and audiences, specifically with reference to the interpretation of propositional meaning. Shakespeare's dramatic work remains of central importance to the teaching of literature worldwide, notably in the Anglophone domain, in which, at tertiary level at least, his work continues to be intensively studied. The passage of four centuries, however, has opened up quite a large space between the wording of Shakespeare's texts and more usual forms of expression in modern English. No performer or teacher of Shakespeare would deny that her/his work is often linguistically challenging for contemporary performers and audiences. This being the case for native speakers of English, particularly for non-specialists, his language can be all the more challenging for non-native students at both secondary and tertiary levels in overseas contexts, where his works have remained extremely popular in curricula.

UR - http://www.scopus.com/inward/record.url?scp=85057737123&partnerID=8YFLogxK

M3 - Journal Article (refereed)

VL - 46

SP - 163

EP - 184

JO - Shakespeare Studies

JF - Shakespeare Studies

SN - 0582-9399

ER -