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Metalepsis in Radio Drama: Audionarratological Perspectives. <i>Contemporanea: rivista di studi sulla letteratura e sulla comunicazione </i>. 2024;(22):133-141.","bibtex":"@article{Mildorf_2024, title={Metalepsis in Radio Drama: Audionarratological Perspectives}, number={22}, journal={Contemporanea: rivista di studi sulla letteratura e sulla comunicazione }, author={Mildorf, Jarmila}, year={2024}, pages={133–141} }","mla":"Mildorf, Jarmila. “Metalepsis in Radio Drama: Audionarratological Perspectives.” <i>Contemporanea: Rivista Di Studi Sulla Letteratura e Sulla Comunicazione </i>, no. 22, 2024, pp. 133–41.","short":"J. Mildorf, Contemporanea: Rivista Di Studi Sulla Letteratura e Sulla Comunicazione  (2024) 133–141.","chicago":"Mildorf, Jarmila. “Metalepsis in Radio Drama: Audionarratological Perspectives.” <i>Contemporanea: Rivista Di Studi Sulla Letteratura e Sulla Comunicazione </i>, no. 22 (2024): 133–41.","apa":"Mildorf, J. (2024). Metalepsis in Radio Drama: Audionarratological Perspectives. <i>Contemporanea: Rivista Di Studi Sulla Letteratura e Sulla Comunicazione </i>, <i>22</i>, 133–141.","ieee":"J. Mildorf, “Metalepsis in Radio Drama: Audionarratological Perspectives,” <i>Contemporanea: rivista di studi sulla letteratura e sulla comunicazione </i>, no. 22, pp. 133–141, 2024."},"issue":"22","publication":"Contemporanea: rivista di studi sulla letteratura e sulla comunicazione ","quality_controlled":"1","date_created":"2025-04-15T07:31:31Z","department":[{"_id":"1"}],"type":"journal_article"},{"year":"2024","status":"public","title":"Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte","author":[{"id":"89329","full_name":"Janzen, Thomas","first_name":"Thomas","last_name":"Janzen","orcid":"0009-0003-1941-166X"},{"last_name":"Vogelsang","first_name":"Christoph","orcid":"0000-0002-5804-1855","full_name":"Vogelsang, Christoph","id":"4245"},{"id":"76026","last_name":"Rumlich","orcid":"0000-0001-8682-450X","first_name":"Dominik","full_name":"Rumlich, Dominik"}],"publication_identifier":{"unknown":["978-3-631-90410-7"]},"date_updated":"2025-12-03T08:56:48Z","page":"221-234","language":[{"iso":"ger"}],"_id":"54784","publisher":"Lang","user_id":"4245","editor":[{"full_name":"Gerlach, David","first_name":"David","last_name":"Gerlach"}],"publication":"Wissen, Können und Handeln von Fremdsprachenlehrpersonen","citation":{"chicago":"Janzen, Thomas, Christoph Vogelsang, and Dominik Rumlich. “Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte.” In <i>Wissen, Können und Handeln von Fremdsprachenlehrpersonen</i>, edited by David Gerlach, 221–34. Lang, 2024.","short":"T. Janzen, C. Vogelsang, D. Rumlich, in: D. Gerlach (Ed.), Wissen, Können und Handeln von Fremdsprachenlehrpersonen, Lang, 2024, pp. 221–234.","apa":"Janzen, T., Vogelsang, C., &#38; Rumlich, D. (2024). Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte. In D. Gerlach (Ed.), <i>Wissen, Können und Handeln von Fremdsprachenlehrpersonen</i> (pp. 221–234). Lang.","ieee":"T. Janzen, C. Vogelsang, and D. Rumlich, “Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte,” in <i>Wissen, Können und Handeln von Fremdsprachenlehrpersonen</i>, D. Gerlach, Ed. Lang, 2024, pp. 221–234.","ama":"Janzen T, Vogelsang C, Rumlich D. Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte. In: Gerlach D, ed. <i>Wissen, Können und Handeln von Fremdsprachenlehrpersonen</i>. Lang; 2024:221-234.","bibtex":"@inbook{Janzen_Vogelsang_Rumlich_2024, title={Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte}, booktitle={Wissen, Können und Handeln von Fremdsprachenlehrpersonen}, publisher={Lang}, author={Janzen, Thomas and Vogelsang, Christoph and Rumlich, Dominik}, editor={Gerlach, David}, year={2024}, pages={221–234} }","mla":"Janzen, Thomas, et al. “Feedbackkompetenz handlungsnah prüfen: Die Entwicklung einer rollenspielbasierten Simulation als Prüfungsformat für angehende Englischlehrkräfte.” <i>Wissen, Können und Handeln von Fremdsprachenlehrpersonen</i>, edited by David Gerlach, Lang, 2024, pp. 221–34."},"quality_controlled":"1","date_created":"2024-06-17T09:46:13Z","type":"book_chapter","department":[{"_id":"33"},{"_id":"376"}]},{"date_created":"2025-03-13T07:43:20Z","department":[{"_id":"376"}],"type":"dissertation","citation":{"mla":"Scheiwe, Lisa. <i>Accents of English in English Language Teaching in Germany: A Corpus-Phonological Approach to Textbook Analysis</i>. LibreCat University, 2024, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2181\">10.17619/UNIPB/1-2181</a>.","bibtex":"@book{Scheiwe_2024, title={Accents of English in English language teaching in Germany: a corpus-phonological approach to textbook analysis}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2181\">10.17619/UNIPB/1-2181</a>}, publisher={LibreCat University}, author={Scheiwe, Lisa}, year={2024} }","ama":"Scheiwe L. <i>Accents of English in English Language Teaching in Germany: A Corpus-Phonological Approach to Textbook Analysis</i>. LibreCat University; 2024. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2181\">10.17619/UNIPB/1-2181</a>","ieee":"L. Scheiwe, <i>Accents of English in English language teaching in Germany: a corpus-phonological approach to textbook analysis</i>. LibreCat University, 2024.","apa":"Scheiwe, L. (2024). <i>Accents of English in English language teaching in Germany: a corpus-phonological approach to textbook analysis</i>. LibreCat University. <a href=\"https://doi.org/10.17619/UNIPB/1-2181\">https://doi.org/10.17619/UNIPB/1-2181</a>","chicago":"Scheiwe, Lisa. <i>Accents of English in English Language Teaching in Germany: A Corpus-Phonological Approach to Textbook Analysis</i>. LibreCat University, 2024. <a href=\"https://doi.org/10.17619/UNIPB/1-2181\">https://doi.org/10.17619/UNIPB/1-2181</a>.","short":"L. Scheiwe, Accents of English in English Language Teaching in Germany: A Corpus-Phonological Approach to Textbook Analysis, LibreCat University, 2024."},"abstract":[{"text":"In der vorliegenden Arbeit wird die Darstellung von drei ausgewählten Akzenten des Englischen in den Audio Materialien deutscher Englisch-Schulbücher untersucht. Dabei verfolgt diese Arbeit einen Korpus-phonologischen Ansatz um die Darstellung des Britischen, Amerikanischen, und Australischen Englisch zu untersuchen. Dabei wird das Augenmerk auf die Akzente Received Pronunciation, General American, und Standard (Mainstream) Australian English in den drei in NRW genutzten Lehrwerken English G Access, Green Line, und Camden Town gelegt. Das phonologische Schulbuchkorpus umfasst 3 Stunden, 36 Minuten, und 40 Sekunden Audio Material. Insgesamt umfasst das Korpus 54 Sprecher*innen für die asugewählte phonologische Merkmale für jeden untersuchten Akzent analysiert werden. Die Ergebnisse der Arbeit zeigen, dass die drei Lehrwerke einige phonologische Merkmale der Akzente Received Pronunciation, General American, und Standard (Mainstream) Australian English darstellen, dies aber nciht durchgängig für alle Sprecher*innen. Dennoch zeigt die Arbeit, dass die Schulbücher und die Audio Materialien den Schüler*innen eine effektive und praktische Möglichkeit bieten, die Variation der Englischen Sprache kennenzulernen.","lang":"eng"},{"lang":"eng","text":"In this dissertation, a corpus-phonological approach is used to analyse the representation of British English in the form of Received Pronunciation, American English in the form of General American, and Australian English in the form of Standard (Mainstream) Australian English in three textbook series - English G Access, Green Line, and Camden Town - used at secondary schools in North Rhine-Westphalia. The phonological textbook corpus consists of the audio materials from volumes two, four, and five of the three textbooks and comprises 3 hours, 36 minutes, and 40 seconds of audio materials. A total of 54 speakers are included in the corpus and select phonological features are analysed for each accent. The results of this study show that all three textbooks display at least some of the accent features of Received Pronunciation, General American, and Australian English, but not consistently across all speakers. These textbooks and audio materials nevertheless offer an effective and practical method for introducing learners to the diversity of the English language."}],"_id":"58978","publisher":"LibreCat University","language":[{"iso":"eng"}],"doi":"10.17619/UNIPB/1-2181","user_id":"33408","author":[{"full_name":"Scheiwe, Lisa","last_name":"Scheiwe","first_name":"Lisa","id":"33408"}],"status":"public","title":"Accents of English in English language teaching in Germany: a corpus-phonological approach to textbook analysis","year":"2024","date_updated":"2025-07-10T06:34:38Z","publication_status":"published"},{"author":[{"id":"25934","last_name":"Hahn","first_name":"Charlotte Anna","full_name":"Hahn, Charlotte Anna"}],"status":"public","title":"Learning the pronunciation of segmental features of english phonology at german primary schools","year":"2023","date_updated":"2023-10-13T10:28:11Z","_id":"46967","publisher":"LibreCat University","language":[{"iso":"eng"}],"doi":"10.17619/UNIPB/1-1802","user_id":"14931","supervisor":[{"last_name":"Mindt","first_name":"Ilka","full_name":"Mindt, Ilka","id":"32079"}],"citation":{"mla":"Hahn, Charlotte Anna. <i>Learning the Pronunciation of Segmental Features of English Phonology at German Primary Schools</i>. LibreCat University, 2023, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1802\">10.17619/UNIPB/1-1802</a>.","bibtex":"@book{Hahn_2023, title={Learning the pronunciation of segmental features of english phonology at german primary schools}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1802\">10.17619/UNIPB/1-1802</a>}, publisher={LibreCat University}, author={Hahn, Charlotte Anna}, year={2023} }","ama":"Hahn CA. <i>Learning the Pronunciation of Segmental Features of English Phonology at German Primary Schools</i>. LibreCat University; 2023. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1802\">10.17619/UNIPB/1-1802</a>","ieee":"C. A. Hahn, <i>Learning the pronunciation of segmental features of english phonology at german primary schools</i>. LibreCat University, 2023.","apa":"Hahn, C. A. (2023). <i>Learning the pronunciation of segmental features of english phonology at german primary schools</i>. LibreCat University. <a href=\"https://doi.org/10.17619/UNIPB/1-1802\">https://doi.org/10.17619/UNIPB/1-1802</a>","chicago":"Hahn, Charlotte Anna. <i>Learning the Pronunciation of Segmental Features of English Phonology at German Primary Schools</i>. LibreCat University, 2023. <a href=\"https://doi.org/10.17619/UNIPB/1-1802\">https://doi.org/10.17619/UNIPB/1-1802</a>.","short":"C.A. Hahn, Learning the Pronunciation of Segmental Features of English Phonology at German Primary Schools, LibreCat University, 2023."},"abstract":[{"text":"In der vorliegenden Arbeit wird die Auswirkung expliziter Ausspracheübungen auf die englische Aussprache von Kindern an Grundschulen in NRW untersucht. Das Ziel dieser Arbeit ist es, eine Alternative für den mittel-offenen vorderen Vokal /æ/ und die dentalen Frikative /, ð/ zu bieten. Es wurde eine Interventionsstudie mit 72 Teilnehmenden aus drei verschiedenen Grundschulklassen durchgeführt; zwei vierte Klassen mit verschiedenen Lehrkräften und eine dritte Klasse, die von der Lehrperson einer der vierten Klassen unterrichtet wurde. Jede Klasse wurde in eine Kontroll- und zwei Interventionsgruppen (je eine für den Vokal und die Konsonanten) geteilt. Alle Gruppen wurden einmal zu Beginn und zwei Mal am Ende der Studie getestet. Zwischen den letzten beiden Tests lagen sechs bis acht Wochen, um einen mittelfristigen Effekt zu testen. Die Intervention, die nach der ersten Messung stattfand, wurde auf zwei je ca. drei-minütige Einzelsitzungen aufgeteilt. Während der Intervention übten die Teilnehmenden mit der Autorin die Aussprache des relevanten Phonems. Die Ergebnisse dieser Studie zeigen, dass die Interventionen einen Effekt auf die Aussprache der Teilnehmenden hatten. Wie sich dieser Effekt verhält und entwickelt scheint von der Art des Phonems, dem Alter der Teilnehmenden sowie der bisherigen Ausspracheschulung abzuhängen. Die vorliegenden Ergebnisse liefern Erkenntnisse nicht nur für die Grundschule selbst, sondern auch für die Lehrer*innenausbildung und Lehrplanentwicklung.","lang":"eng"},{"text":"This dissertation explores the effect of explicit pronunciation exercises on the English pronunciation of primary school children in Germany. Pronunciation is often taught through drilling exercises, not because it is the best way of learning pronunciation, but for a lack of tried and tested alternatives. The aim of this dissertation is to provide an alternative method of teaching the pronunciation of the TRAP vowel and the dental fricatives, focussing especially on the physical nature of pronunciation. Therefore, an intervention study with German-speaking primary school pupils was conducted. The 72 participants were taken from three different classes: two year 4 classes taught by two different teachers and one year 3 class taught by the same teacher as one of the year 4 classes. Each class was split into one control group and two intervention groups: one for the TRAP vowel and one for the dental fricatives. The pronunciation of all participants was tested once in the beginning of the study and twice at the end of the study. A six to eight week gap between the latter to tests allowed for an insight into longer-term results. The pupils of the intervention groups additionally participated in two one-on-one sessions with the researcher, each lasting no longer than three minutes, to practice their pronunciation of the respective phoneme(s). The results of this study show that the exercises had an effect on the pronunciation of the participants. The nature of that effect seems to depend on the age of the participants and their previous pronunciation instruction(s). The results provide valuable insights into how explicit instructions can influence the pronunciation of segmental features and implications not only for primary school teachers, but also for teacher training and curriculum development.","lang":"eng"}],"date_created":"2023-09-12T08:01:50Z","department":[{"_id":"1"},{"_id":"384"}],"type":"dissertation"},{"date_updated":"2023-12-17T15:28:33Z","publication_status":"published","intvolume":"       141","title":"Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000)","year":"2023","status":"public","publication_identifier":{"issn":["0340-5222"]},"author":[{"last_name":"Mildorf","first_name":"Jarmila","full_name":"Mildorf, Jarmila","id":"356"}],"user_id":"356","volume":141,"page":"554-580","language":[{"iso":"eng"}],"_id":"49719","quality_controlled":"1","issue":"4","publication":"Anglia","citation":{"apa":"Mildorf, J. (2023). Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000). <i>Anglia</i>, <i>141</i>(4), 554–580.","ieee":"J. Mildorf, “Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000),” <i>Anglia</i>, vol. 141, no. 4, pp. 554–580, 2023.","chicago":"Mildorf, Jarmila. “Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000).” <i>Anglia</i> 141, no. 4 (2023): 554–80.","short":"J. Mildorf, Anglia 141 (2023) 554–580.","mla":"Mildorf, Jarmila. “Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000).” <i>Anglia</i>, vol. 141, no. 4, 2023, pp. 554–80.","ama":"Mildorf J. Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000). <i>Anglia</i>. 2023;141(4):554-580.","bibtex":"@article{Mildorf_2023, title={Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000)}, volume={141}, number={4}, journal={Anglia}, author={Mildorf, Jarmila}, year={2023}, pages={554–580} }"},"type":"journal_article","department":[{"_id":"1"}],"date_created":"2023-12-17T15:08:42Z"},{"department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"type":"journal_article","date_created":"2024-01-23T19:11:10Z","citation":{"ama":"Rumlich D, Porsch R, Brunsmeier S. Beginn des Englischunterrichts aus Sicht von Eltern. <i>Zeitschrift für Fremdsprachenforschung</i>. 2023;34(2):177-200.","bibtex":"@article{Rumlich_Porsch_Brunsmeier_2023, title={Beginn des Englischunterrichts aus Sicht von Eltern}, volume={34}, number={2}, journal={Zeitschrift für Fremdsprachenforschung}, author={Rumlich, Dominik and Porsch, Raphaela and Brunsmeier, Sonja}, year={2023}, pages={177–200} }","mla":"Rumlich, Dominik, et al. “Beginn Des Englischunterrichts Aus Sicht von Eltern.” <i>Zeitschrift Für Fremdsprachenforschung</i>, vol. 34, no. 2, 2023, pp. 177–200.","chicago":"Rumlich, Dominik, Raphaela Porsch, and Sonja Brunsmeier. “Beginn Des Englischunterrichts Aus Sicht von Eltern.” <i>Zeitschrift Für Fremdsprachenforschung</i> 34, no. 2 (2023): 177–200.","short":"D. Rumlich, R. Porsch, S. Brunsmeier, Zeitschrift Für Fremdsprachenforschung 34 (2023) 177–200.","apa":"Rumlich, D., Porsch, R., &#38; Brunsmeier, S. (2023). Beginn des Englischunterrichts aus Sicht von Eltern. <i>Zeitschrift Für Fremdsprachenforschung</i>, <i>34</i>(2), 177–200.","ieee":"D. Rumlich, R. Porsch, and S. Brunsmeier, “Beginn des Englischunterrichts aus Sicht von Eltern,” <i>Zeitschrift für Fremdsprachenforschung</i>, vol. 34, no. 2, pp. 177–200, 2023."},"issue":"2","publication":"Zeitschrift für Fremdsprachenforschung","volume":34,"user_id":"76026","language":[{"iso":"eng"}],"_id":"50802","page":"177-200","intvolume":"        34","date_updated":"2024-01-23T19:13:52Z","author":[{"full_name":"Rumlich, Dominik","last_name":"Rumlich","orcid":"0000-0001-8682-450X","first_name":"Dominik","id":"76026"},{"first_name":"Raphaela","last_name":"Porsch","full_name":"Porsch, Raphaela"},{"last_name":"Brunsmeier","first_name":"Sonja","full_name":"Brunsmeier, Sonja"}],"status":"public","year":"2023","title":"Beginn des Englischunterrichts aus Sicht von Eltern"},{"type":"journal_article","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"date_created":"2024-01-23T19:07:54Z","publication":"Grundschule Englisch","issue":"85","citation":{"short":"D. Rumlich, R. Porsch, S. Brunsmeier, Grundschule Englisch (2023) 36–37.","chicago":"Rumlich, Dominik, Raphaela Porsch, and Sonja Brunsmeier. “Starting Early? Ergebnisse Einer Elternbefragung Zum Beginn Des Englischunterrichts.” <i>Grundschule Englisch</i>, no. 85 (2023): 36–37.","ieee":"D. Rumlich, R. Porsch, and S. Brunsmeier, “Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts,” <i>Grundschule Englisch</i>, no. 85, pp. 36–37, 2023.","apa":"Rumlich, D., Porsch, R., &#38; Brunsmeier, S. (2023). Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts. <i>Grundschule Englisch</i>, <i>85</i>, 36–37.","bibtex":"@article{Rumlich_Porsch_Brunsmeier_2023, title={Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts}, number={85}, journal={Grundschule Englisch}, author={Rumlich, Dominik and Porsch, Raphaela and Brunsmeier, Sonja}, year={2023}, pages={36–37} }","ama":"Rumlich D, Porsch R, Brunsmeier S. Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts. <i>Grundschule Englisch</i>. 2023;(85):36-37.","mla":"Rumlich, Dominik, et al. “Starting Early? Ergebnisse Einer Elternbefragung Zum Beginn Des Englischunterrichts.” <i>Grundschule Englisch</i>, no. 85, 2023, pp. 36–37."},"user_id":"76026","page":"36-37","language":[{"iso":"eng"}],"_id":"50801","date_updated":"2024-01-23T19:13:55Z","status":"public","title":"Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts","year":"2023","author":[{"first_name":"Dominik","last_name":"Rumlich","orcid":"0000-0001-8682-450X","full_name":"Rumlich, Dominik","id":"76026"},{"last_name":"Porsch","first_name":"Raphaela","full_name":"Porsch, Raphaela"},{"full_name":"Brunsmeier, Sonja","first_name":"Sonja","last_name":"Brunsmeier"}]},{"department":[{"_id":"36"},{"_id":"1"},{"_id":"380"}],"type":"review","date_created":"2024-01-06T10:24:39Z","citation":{"mla":"Tönnies, Merle. <i>Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century</i>. no. 3, 2023, pp. 268–70, doi:<a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\"> https://doi.org/10.33675/ANGL/2023/3/20</a>.","ama":"Tönnies M. Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century. 2023;34(3):268-270. doi:<a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\"> https://doi.org/10.33675/ANGL/2023/3/20</a>","bibtex":"@article{Tönnies_2023, title={Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century}, volume={34}, DOI={<a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\"> https://doi.org/10.33675/ANGL/2023/3/20</a>}, number={3}, author={Tönnies, Merle}, year={2023}, pages={268–270} }","apa":"Tönnies, M. (2023). <i>Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century</i> (Vol. 34, Issue 3, pp. 268–270). <a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\">https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20</a>","ieee":"M. Tönnies, “Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century,” vol. 34, no. 3. pp. 268–270, 2023, doi: <a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\"> https://doi.org/10.33675/ANGL/2023/3/20</a>.","chicago":"Tönnies, Merle. “Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century,” 2023. <a href=\"https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20\">https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20</a>.","short":"M. Tönnies, 34 (2023) 268–270."},"issue":"3","volume":34,"user_id":"32277","doi":" https://doi.org/10.33675/ANGL/2023/3/20","language":[{"iso":"eng"}],"_id":"50264","page":"268-270","intvolume":"        34","publication_status":"published","date_updated":"2024-03-28T16:48:09Z","author":[{"first_name":"Merle","last_name":"Tönnies","full_name":"Tönnies, Merle","id":"555"}],"status":"public","year":"2023","title":"Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century"},{"date_created":"2023-07-25T17:06:25Z","department":[{"_id":"1"},{"_id":"384"}],"type":"journal_article","citation":{"ieee":"M. Freudinger, “ Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. Wer tritt am Semesterende zur Prüfung an?,” <i>Die Hochschullehre</i>, doi: <a href=\"https://dx.doi.org/10.3278/HSLT2301W\">https://dx.doi.org/10.3278/HSLT2301W</a>.","apa":"Freudinger, M. (n.d.).  Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. Wer tritt am Semesterende zur Prüfung an? <i>Die Hochschullehre</i>. <a href=\"https://dx.doi.org/10.3278/HSLT2301W\">https://dx.doi.org/10.3278/HSLT2301W</a>","chicago":"Freudinger, Markus. “ Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. Wer tritt am Semesterende zur Prüfung an?” <i>Die Hochschullehre</i>, n.d. <a href=\"https://dx.doi.org/10.3278/HSLT2301W\">https://dx.doi.org/10.3278/HSLT2301W</a>.","short":"M. Freudinger, Die Hochschullehre (n.d.).","mla":"Freudinger, Markus. “ Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. Wer tritt am Semesterende zur Prüfung an?” <i>Die Hochschullehre</i>, doi:<a href=\"https://dx.doi.org/10.3278/HSLT2301W\">https://dx.doi.org/10.3278/HSLT2301W</a>.","bibtex":"@article{Freudinger, title={ Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. 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Dialogical Functions of You-Narration in Auto/Biography: Anne Harich’s “Wenn ich das gewußt hätte…”: Erinnerungen an Wolfgang Harich (2007). <i>Zagadnienia Rodzajów Literackich</i>. 2023;65(4-5):69-81. doi:<a href=\"https://doi.org/10.26485/ZRL/2022/65.4/5\">10.26485/ZRL/2022/65.4/5</a>","ieee":"J. Mildorf, “Dialogical Functions of You-Narration in Auto/Biography: Anne Harich’s ‘Wenn ich das gewußt hätte…’: Erinnerungen an Wolfgang Harich (2007),” <i>Zagadnienia Rodzajów Literackich</i>, vol. 65, no. 4–5, pp. 69–81, 2023, doi: <a href=\"https://doi.org/10.26485/ZRL/2022/65.4/5\">10.26485/ZRL/2022/65.4/5</a>.","apa":"Mildorf, J. (2023). Dialogical Functions of You-Narration in Auto/Biography: Anne Harich’s “Wenn ich das gewußt hätte…”: Erinnerungen an Wolfgang Harich (2007). <i>Zagadnienia Rodzajów Literackich</i>, <i>65</i>(4–5), 69–81. <a href=\"https://doi.org/10.26485/ZRL/2022/65.4/5\">https://doi.org/10.26485/ZRL/2022/65.4/5</a>","chicago":"Mildorf, Jarmila. “Dialogical Functions of You-Narration in Auto/Biography: Anne Harich’s ‘Wenn Ich Das Gewußt Hätte…’: Erinnerungen an Wolfgang Harich (2007).” <i>Zagadnienia Rodzajów Literackich</i> 65, no. 4–5 (2023): 69–81. <a href=\"https://doi.org/10.26485/ZRL/2022/65.4/5\">https://doi.org/10.26485/ZRL/2022/65.4/5</a>.","short":"J. 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